Video games have demonstrated historically that they have been able to teach players skills. These skills range from teamwork - in multiplayer games - to logic and reason in puzzle games. It has been proven  that video games not only are associated with higher academic achievement, but also foster better relationships with peers. As video games promote a higher level of performance in academic areas (including reading, mathematics, and spelling), it is logical to deduce that video games could also be used directly to improve education systems. Interactive simulations - like SimLife or SimCity - have been used for instruction ranging from biology courses at college-level to town planning (respectively) in the past, but usually at the college level and above. There has been relatively little examination or investigation done to focus on a younger perspective - such as primary or secondary school. All of the topics outlined in this paper can be applied to all areas - not just these two, but the aforementioned college-level area and above as well. Interactivity has also been used to a positive effect in classes, with increased interaction between the students  and the educator leading to a direct increase in performance. Interactivity - that is, allowing for discussions, integration of technology to'gamify' education, or other more dynamic systems. Taking these steps and projecting the impact is the objective of this paper, and the differences between interactive and 'passive' presentation of education will be explored. This paper will also explore the benefits that arise from engaging students with virtual, interactive systems as opposed to a passive presentation model.