This paper describes a synchronous e-Learning Mathematics Skills Revision (MSR) course, developed for students of the Royal Electrical and Mechanical Engineers (REME). The courseware takes about 10 hours to complete and is SCORM conformant. MSR has 2 parts: in the first, students work individually, but with optional on-line instructor (e-Moderator) support, at courseware comprising 9 remedial tutorials, each incorporating multiple choice practice and assessments; in the second, students work in a collaborative and competitive game format, again facilitated by an on-line instructor, where they apply their recently revised mathematics skills to a virtual world simulation of a military logistics problem. MSR has been evaluated with some 240 students with positive results. Drawing upon this detailed quantitative and qualitative evaluation, an number of issues are explored, including: (1) the locus of learning efficacy, with particular reference to student self-esteem and motivation; (2) instructional design constraints imposed by SCORM conformancy; (3) e- Moderator skills and on-line facilities; (4) e-Learning courseware production, using a combination of in-house and out-sourced suppliers; (5) e-Pedagogy and Serious Games, where it is argued that the latter actually add little or nothing to e-Pedagogy, notwithstanding the success of MSR in particular, and current worldwide interest and heightened expectations for Serious Games in general.