Through the use of an online interactive game, students will gain communication, affinity, and group and self-monitoring skills. There are several features of the game that contribute to producing these outcomes. The rules of the game establish positive interdependence of group members. There is no way to win the game without every member participating and contributing. Also, group members may need to help each other either by responding to a group member’s request for help, or by giving up their turn to allow the team to progress. The team must communicate to create a plan or they will lose the game. If they do not communicate it is likely they would use up all their turns revisiting places their team members have already been. The students are motivated by the restrictions of the game to communicate, make a plan, and assist each other. Also, the game provides some assistant to students who are not yet confident in their communication skills, or who perhaps are shy or intimidated by the idea of initiating an online conversation. The students may choose to get message prompts, which provide suggestions on messages they can send to their group. Removing some social anxiety encourages participation from all members. The problem space, what the students’ view as the “Case File,” assists the students in their problem-solving abilities. It provides the students a way to organize the information they need to analyze and evaluate. It also shows them what else they need to do (i.e. missing clues). Visually representing the steps of the process should help the students focus on their clues and turns, the game content. The support structures and rules of the game are meant to encourage supportive communication and positive interactions between group members. If this occurs, the students will feel positively towards each other at the end of the game and be more motivated to work together in the future. By practicing the cognitive and social skills needed for problem-solving in a low-stakes, supportive environment it is hoped that students will better transfer these skills into the higher-stakes environment of the classroom.