If a student uses our system too much, burnout can occur. This is why we recommend daily play limits (recommended usage is only 10 minutes per day). If a child is already battling math anxiety, we have an uphill battle to build confidence, as the student will already be averse to doing mathematics.

Minimizing the time is one strategy. One must be careful about how they get students to work within the system. For example, research shows that if students are doing Activity A in order to do Activity B, then Activity A becomes work. For example, if you ask your child to take out the trash in order to watch television, then taking out the trash becomes work.

Intrinsic motivation is the tool of choice when dealing with our system. One way you may cause intrinsic motivation is to give children an option between the worksheets or the games. They should choose the games.

Celebrating their wins within the program can also help cause intrinsic motivation to play. At some point, the puzzles, being served at their level, should become like a puzzle game such as Angry Birds. It should be challenging but not frustrating or boring. Once that is achieved, research shows that mathematics is fun for children. Think Sudoku, but for the coursework that is useful for children.

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