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Games are argued to be uniquely suited for learning because they create contexts via rules, enable players to practice and develop strategies, and communicate through lived experience. The article develops key concepts and introduces design heuristics, demonstrating applicability through health care education and the author’s game design experience while addressing why many educational games underperform.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/praxis-games-a-design-philosophy-for-mobilizing-knowledge-through-play/591630/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/praxis-games-a-design-philosophy-for-mobilizing-knowledge-through-play/591630.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What distinguishes “praxis games” from other educational games?","Question",{"text":112,"@type":113},"Praxis games are founded on situated praxis, aiming to mobilize knowledge through play rather than simply inserting educational facts into generic game templates.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does situated praxis connect to how people learn in games?",{"text":117,"@type":113},"Situated praxis links learning context, practice, and experience: rules create contexts, gameplay supports practice and strategy formation, and knowledge becomes meaningful through being discovered in play.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article use healthcare education as an example?",{"text":121,"@type":113},"Healthcare educators often try to include medical knowledge in entertainment games, which has led to mixed or disappointing results; this field provides a practical test case for the proposed design approach.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591630,1792172523,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Praxis Games  \nA Design Philosophy for Mobilizing Knowledge through Play •  \nSteve Wilcox  \nGame design offers a unique but often misunderstood pedagogical opportunity. The author draws on learning theory, feminist epistemology, and game studies to analyze a novel genre of games capable of realizing this opportunity by mobilizing knowledge through play—praxis games—founded on the concept of situated praxis. Situated praxis encourages the design and development of games that guide players to discover knowledge inside a range of communities, domains, and experiences. To demonstrate the applicability of such design, the author discusses his experience with games related to healthcare. Key words: feminism, game design, health care education, knowledge mobilization, learning and videogames, praxis  \nIntroduction  \nThe question of how learners acquire new knowledge and skills has inspired educators and designers for millennia. Among the varied approaches to teaching, some elements persist across methodologies and pedagogies. These include context (i.e., we find it easier to learn knowledge specific to a situation), practice (i.e., we incorporate new knowledge better when we apply what we learn), and experience (i.e., we retain knowledge better when we discover it ourselves) . As it happens, games include all three of these characteristics of learning. They create unique contexts or situations through their rules; they encourage players not only to practice but to create practices (i.e. strategies, tactics, and schemas); and they communicate through the experience of playing. Thus games make unique pedagogical tools because they incorporate the fundamental qualities of learning into their very form and structure. Perhaps this explains why James Paul Gee (2008) calls game design “applied learning theory.”  \n156  \nAmerican Journal of Play Volume 11 Number 2 Contact Steve Wilcox at [swilcox@wlu.ca](swilcox@wlu.ca)  \nDespite these affordances, educational games have largely fallen short of their pedagogical potential. As Henry Jenkins and Randy Hinrichs (2008) note in Games to Teach,“Most educational games have failed because they use generic game templates (e.g. Pac Man) rather than original game rules designed to illustrate the rules of a system.” In these instances, designers blend existing entertainment game designs with educational content, a combination that has yielded mixed results compared to more traditional pedagogies. Concerning health care, for instance, educators have included medical content in games like Family Feud (Burke 2001) and Snakes and Ladders (Telner 2010) to train health professionals, but they have found the results disappointing. Some might see these studies as evidence games are ineffective pedagogical tools (Akl et al. 2013), but it is important to recognize such approaches largely disregard the educational affordances of the medium, including those we mentioned in which games uniquely combine context, practice, and experience. I argue we need to articulate a design philosophy for developing educational games rooted in such fundamental qualities of effective learning.  \nIn this article, I outline one such approach to creating educational games, what I call praxis games. Praxis here refers to the process by which something abstract—such as a theory, a body of knowledge, or a skill—is made concrete through a process of enaction. Games uniquely foster praxis because they area participatory and practice-based medium. In defining a genre called praxis games, I encourage the design and development of games created specifically for players to enact, embody, or realize a theory, lesson, or skill using the qualities of context, practice, and experience.  \nI begin by defining and explicating the genre of praxis games, supplying key terms and concepts from the areas of game design, media theory, feminist epistemology, and game-based learning. I then relate this novel genre to a particular field of practice—health educa","cbCaiqRz3QbxSGMZ","https://ap.wps.com/l/cbCaiqRz3QbxSGMZ","pdf",306879,27,"English","# Introduction\n# Praxis Games\n## Situated praxis and learning elements\n# Design philosophy and genre definition\n## Key terms and concepts\n# Application to health education\n## Professional and public contexts","[{\"question\":\"What distinguishes “praxis games” from other educational games?\",\"answer\":\"Praxis games are founded on situated praxis, aiming to mobilize knowledge through play rather than simply inserting educational facts into generic game templates.\"},{\"question\":\"How does situated praxis connect to how people learn in games?\",\"answer\":\"Situated praxis links learning context, practice, and experience: rules create contexts, gameplay supports practice and strategy formation, and knowledge becomes meaningful through being discovered in play.\"},{\"question\":\"Why does the article use healthcare education as an example?\",\"answer\":\"Healthcare educators often try to include medical knowledge in entertainment games, which has led to mixed or disappointing results; this field provides a practical test case for the proposed design approach.\"}]","Praxis Games - A Design Philosophy for Mobilizing Knowledge through Play | PDF",1792072868,68]