They note that such an approach is much more appropriate when the learning material presented involves going beyond simple facts and into what lies below the surface (p. 91). Indeed, this particular exercise for the SAD students was not rote memorization of facts at a surface level; it forced them to perform critical thinking and analysis at a much greater depth of understanding. Although the students were not able to complete a “real world” project to the extent that other educators have reported (e.g., Grant, Malloy, Murphy, Foreman, and Robinson (2010), the experience did allow students to tackle a contemporary project and simulate the solving of it with real-world solutions. This gave them a much greater appreciation for the task of procuring software than just reading about it in textbooks. The educational benefits of using real-world projects are well established both in the United States (Grant et al., 2010) and internationally (Magboo and Magboo, 2003).