Online and computer-based instructional gaming is becoming a viable instructional strategy at all levels of education. The purpose of this study was to examine the effect of (a) gaming, (b) gaming plus embedded questions, and (c) gaming plus questions plus feedback on delayed retention of different types of educational objectives for students identified as field dependent/field independent. Four hundred twenty-two students received the Group Embedded Figures Test, were separated into field dependent and field independent learners, and were randomly assigned to four instructional treatments. Two weeks after receiving their respective instructional presentation they received four criterion tests measuring different educational objectives. ANOVA and follow-up tests indicated that gaming is an important instructional strategy for facilitating delayed achievement of specific types of educational objectives; however, all types of gaming formats were not found to be equally effective. Statistically insignificant interactions were found to exist between level of field dependence and treatment type on all criterion measures; however, field independent students significantly outperformed field dependent students on all criterion measures. (Contains 2 tables and 5 figures.)