The prospective use of low fidelity simulation and gaming in aviation training is high, and may facilitate individual, personal training needs in usually asynchronous training setting. Without direct feedback from, or intervention by, an instructor, adaptivity of the training environment is in high demand to ensure training sessions maintain an optimal training value to the trainee. In game design theory, the flow principle is used to provide an optimally engaging experience, whereas its equivalent in instructional design theory is maintaining the optimal cognitive load by adjusting the task complexity or by scaffolding. The control of these principles can be based on user activity or performance. Alternatively, brain measures may be used to control the learning experience of professionals. This paper explores the options for using brain measures for professional gaming and provides results of a pilot study. Based on the pilot study, it is concluded that brain measures may be a viable but demanding mechanism for optimizing the learning process. [For full proceedings, see ED571332.]