This experimental study investigated whether computer-based video games facilitate children's cognitive learning. In comparison to traditional computer-assisted instruction (CAI), this study explored the impact of the varied types of instructional delivery strategies on children's learning achievement. One major research null hypothesis was tested: there are no statistically significant differences in students' achievement when they receive two different instructional treatments: (1) traditional CAI; and (2) a computer-based video game. One hundred and eight third-graders from a middle/high socio-economic standard school district in Taiwan participated in the study. Results indicate that computer-based video game playing not only improves participants' fact/recall processes (F = 5.288, p less than 0.05), but also promotes problem-solving skills by recognizing multiple solutions for problems (F = 5.656, p less than 0.05). (Contains 3 tables and 1 figure.)