For example, we may identify the situation of an academic examination of a school, in which the cause of securing good marks in various subjects leads to mental and emotional readiness of students to do more hard labour in acquiring knowledge.
The instructor must repeat important items of subject matter at reasonable intervals, and provide opportunities for students to practice while making sure that this process is directed toward a goal.
If the task is learned in isolation, if it is not initially applied to the overall performance, or if it must be relearned, the process can be confusing and time consuming.
Instructors should make full use of the senses (hearing, sight, touch, taste, smell, balance, rhythm, depth perception, and others).
[1] This impacts flow and motivation and increases the positive feelings toward the activity, which links back to the principles of exercise, readiness, and effect.
Games use immersion and engagement as ways to create riveting experiences for players, which is part of the principle of intensity.
Although fun is hard to define, it is clear that it involves feelings such as engagement, satisfaction, pleasure, and enjoyment which are part of the principle of effect.