Prompt players/learners to examine what they already know.

Practice applying newly learned knowledge.

Present incorrect or alternative perspectives to solve cognitive dissonance.

Highlight and compare the similarities and differences between examples.

Start with concrete examples, gradually move to abstract representations.

Prompt players/learners to self-explain learned concepts.

Provide feedback on performance during learning.

Aim for an optimal difficulty level that is neither too hard nor too easy.

Guide players/learners to anticipate where to focus their attention.

Provide instruction relevant to student interests.

Interleave the practice of different skills, at the same time or in alternation.

Highlight links between instructional units or concepts.

Guide students to think about their learning processes metacognitively.

Clarify how learned content will be used later -- set up learners’ expectations.

Train the players/learners before actual teaching.

Encourage the player/learner to take time to ask deep questions.

Provide realistic rather than theoretical problem-solving.

Re-expose and test the learned content -- ask for recall.

Break down learning into units -- segment the material.

Gradually build up the content -- scaffold the learning process.

Leave some time in between practice -- space it out.

Practice with multiple and varied examples.

Show players/learners examples of how problems are solved or worked out.