--- title: "8. Intructor Controls" url: "https://books.playgoventure.com/2/gvenig/34/8-intructor-controls" --- # 8. Instructor Controls
Instructors can control many settings in the Simulation using Group settings. Watch this video and review the text below.
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## 8.1 Play Limits * Instructors may optionally limit play to **pace student progress** and allow time to review performance results. Edit group settings at any time to change these limits.
Maximum Simulation Days To Play Set this to stop students from progressing past a specific number of Simulation Days. This is typically used for three purposes: (1) To keep students from spending too much time in the program so they can focus on other activities; (2) To control pacing so that students do not progress more quickly than desired; (3) To maintain fair assessment by requiring students to play an equal number of Simulation Days (but this is not normally used if a simulation is assessed with 100% Participation, as playing more days provides more learning).
Last Calendar Day Allowed to Play Set this to stop students from progressing past a specific calendar date (as of 11:59pm in the student's time zone). This is typically used for two purposes: (1) To keep students from spending too much time in the program so they can focus on other activities; (2) To assure that students meet a specific assessment deadline — while providing the instructor time to do the assessment at their convenience. The deadline only applies to playing the simulation and does not stop students from doing the Microlearning. Note: It is possible for a student to spoof their timezone and push the deadline a few hours past their actual time zone.
* WARNING — Simulations will only register new play limits when the Simulation window is refreshed or closed and opened. This means if a student is currently playing live while you make a change, that change will not register for that student unless they refresh their browser or close and open the Simulation window.
## 8.2 Business Level Settings * Instructors can choose which business levels students can play. It is highly recommended that first-time players start with **Lemonade Stand** and progress through the **Kiosk business** before playing the **Full business**. See additional information under _**6.3 Types of Businesses & Products.**_ * This is recommended regardless of the profile of your students (whether new to business or MBA graduates) because the simpler businesses serve as tutorials for the more advanced business. _Full Business_ is very challenging. * You must set up separate Groups for each business level. Instructors can choose to have students spend less time on the simpler business options using the Level-Up Settings below.
## 8.3 Level-Up Settings * To move students from _Lemonade Stand_ to _Kiosk Business_to _Full Business_, you must create **separate Groups** for each business level and then give students the Group number for the level you want them to start playing. Set a date deadline and achievement requirements for each level and then give out the next Group number when that date arrives. See below for more information. * Instructors can control **when students are allowed to level up** in the simulation by choosing the amount of PROFIT or PLAY TIME a student needs to achieve before the advanced features are unlocked. The CALENDAR DATE feature can be used to pace students based on your preferred schedule.

_For example, an instructor can set that a student must achieve $250 in Profit before being allowed to start their 2nd Lemonade Stand. Or, $250 Profit and have played a minimum of 30 Simulation Days. And not before the date of April 21._ * Players are required to pay theses costs to add a second location: * Lemonade Stand — $50 for second stand and $50 for third stand. * Kiosk Business — $3,000 for second kiosk and $8,000 for third kiosk. * Full Business — can only run one location.
## 8.4 Report Visibility * Instructors can choose to hide specific reports so that students cannot see them when playing.   * For example, you may hide the _Balance Sheet_ and _Income Statement_ and have students build their own from data in the _General Ledger_.