<P> The principle of freedom states that things freely learned are best learned . Conversely, the further a student is coerced, the more difficult is for him to learn, assimilate and implement what is learned . Compulsion and coercion are antithetical to personal growth . The greater the freedom enjoyed by individuals within a society, the greater the intellectual and moral advancement enjoyed by society as a whole . </P> <P> Since learning is an active process, students must have freedom: freedom of choice, freedom of action, freedom to bear the results of action--these are the three great freedoms that constitute personal responsibility . If no freedom is granted, students may have little interest in learning . </P> <P> The law of requirement states that "we must have something to obtain or do something ." It can be an ability, skill, instrument or anything that may help us to learn or gain something . A starting point or root is needed; for example, if you want to draw a person, you need to have the materials with which to draw, and you must know how to draw a point, a line, a figure and so on until you reach your goal, which is to draw a person . </P> <P> The principles of learning have been presented as an explanation for why learning games (the use of games to introduce material, improve understanding, or increase retention) can show such incredible results . In particular, the principles of learning present conditions which are very similar to a number of the design techniques used in games . Games use the technique of Flow, which is "the state in which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sheer sake of doing it ." (Mihály Csíkszentmihályi) The primary aim of flow in games is to create intrinsically motivating experiences, which is a part of the principle of readiness . </P>

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