This research was aimed at investigating the pedagogical roles of computer games (Hao et al, 2019, Chen & Hsu, 2019). It explored the impact of computer "mixed with language" (White et al, 2019) training, using simulation games, upon language acquisition and diverse daily-life knowledge. In a teacher preparation university of western Taiwan, the researchers had collected data to explore the effectiveness of students' language learning and oral presentation improvements. It sought noteworthy cases and persuasive qualitative and numerical data from academic performance grades, implying the computer assisted learning by games does contribute to improve learners' English language proficiencies for science and art and humanity majors in the teacher preparation university. By both (1) in-class instructions promoting games to be language learning materials by the teacher, and (2) students' applications of the video games in-class and out-class, the project had finally resulted non-English majors' improvements in English language presentations, especially the Information Administration majors. It implied computer games should be approved to be English learning materials, because it contributes to students' language proficiencies, especially in oral presentation abilities. Under the administrators' permissions by language trainers' designed syllabi and curricula, English language learners can be allowed to apply in and out of classes as English learning tools.