This article addresses the question of how games function as learning tools, from the perspective of player-stated problems. It is based on interviews and essays, collected from university students who reported problems dealing with unrealistic levels of trust and competitive play leading to searching for the logic in the game as an artifact instead of considering decision alternatives which would work in real-world situations. According to the respondents, the main cause of problems appears to be that for many participants, games are framed as an activity that is to be done competitively. Along with reporting the impediments, the article discusses potential solutions.