In a pair of interview questions where students need to rely on their self-reported skills, students with lower English skills (typically below or at cumulative IELTS score of 6.0), agree that their desire (interest) to looking forward to playing the CQGs, was in part, driven by the lower English skills. Fig. (b) indicates that slightly over 50% of students agree or strongly agree that their lower level of English led to their desire to play CQGs as a compensatory learning mechanism. This last finding points towards the anticipated channel of introducing the computer games in the learning process in ESL science classroom, and in many third world countries, latter being relevant wherever a portion of higher education teaching and learning processes is conducted in English.