One of the problems we face in undergraduate engineering education is that students are developmentally, on the whole, at the binary thinking level (i.e. Perry’s Scheme level 1), so they tend to see things as good or bad.  One particular example of this is that, in STEM, students will often see physical experiments and computer simulations as opposed to one another.  This game uses a historical challenge between experimental and theoretical methods to explore that dichotomy using the Year Zero dice resolution approach.