The really intriguing aspect of the Computational Thinking Pattern Analysis lies within the idea that Computational Thinking Patterns are common, shared elements between games and other STEM disciplines and that are identifiable and measurable. If students can build games using Computational Thinking Patterns, it might be possible that they can apply these same patterns to the implementation of science simulations that use those patterns. And if we can measure these patterns in the resulting artifacts, we can begin to show transfer of skills between domains. The patterns a student uses to implement games can be almost identical to the patterns they would use to implement an analogous science simulation. The only difference is that the agents who perform this interaction have changed.