The experiment involved testing students who would choose to explore their options more during the game compared to those who would focus on answering the questions the game provided, or some mixture between the two. Results indicated:

• those students who chose to explore more (especially the ones whose learning strategies were efficient; testing out one variable at a time to truly understand which tug-of-war team would win) ultimately did better on the posttest
• the article took into account academic context, implying that instilling inquiry and learning strategies into the students would help compensate for any potential gap regarding prior achievement records
• teachers can potentially predict performance and learning outcomes by taking into account which students use learning strategies