The problem that this practicum attempted to solve was that students in a vocational-technical college tended to underachieve in courses that were mainly cognitive in nature, as evidenced by low overall grade-point course averages and other measures. The researcher designed computer-based simulation/gaming instruction that aimed to increase motivation, attention, and retention of learning. Data were used from course grade-point averages, final-examination scores, and attitude surveys to evaluate results from the practicum solution. Two computer-based instructional aids were designed and developed: (1) an interactive wall-section game; and (2) an interactive delivery-truck and storage-building game. The study designed the wall-section game to help students learn 34 construction-terminology phrases that were basic to architectural technology. The truck and storage game was designed to help students learn the rules for organizing construction components into 16 industry-standard categories. Students used the two programs over an eight-month academic year in two different courses. An analysis of data revealed that the practicum solution achieved two outcomes. Two of the nine successful outcomes measured student satisfaction with learning and final examination grades. The student attitude survey used in this study is at the end of this monograph. (Contains 26 references.) (Author/VWC)