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Educational game
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== Video games == {{Main|Educational video game|Video games in education}} {{Main listing|List of educational video games}} With the increase and availability of technological devices, there has been a shift in what types of games people play. Video or electronic gaming has become more widely used than traditional [[board game]]s. Barab (2009) defines conceptual play as "a state of engagement that involves (a) projection into the role of character who, (b) engaged in a partly fictional problem context, (c) must apply conceptual understandings to make sense of, and ultimately, transform the context".<ref>p. 991</ref>{{full citation needed|date=May 2025}} The goal of such play spaces is to have the "gamer" engage in the narrative while learning cognitive and social skills. The ability to immerse oneself in the gaming process facilitates "empathetic embodiment" which occurs when a player learns to identify with the character they have chosen for the game and the virtual environment of the game (Barab, 2009).<ref>{{cite journal|last1=Barab|first1=S. A.|last2=Scott|first2=B.|last3=Siyahhan|first3=S.|last4=Goldstone|first4=R.|last5=Ingram-Goble|first5=A.|last6=Zuiker|first6=S. J.|last7=Warren|first7=S.|title=Transformational Play as a Curricular Scaffold: Using Videogames to Support Science Education|journal=Journal of Science Education and Technology|date=2009|volume=18|issue=4|pages=305β320|doi=10.1007/s10956-009-9171-5|bibcode=2009JSEdT..18..305B |s2cid=16964887 }}</ref> Educational video games have been divided into two major categories. "Edutainment" games are those that are typically based on drilling fundamental lessons in a linear progression, with added entertainment value. "Educational video games" are ones that encourage creative thinking and problem solving.<ref>{{cite journal | title = Educational Video Game Design: A Review of the Literature | first = Mary Jo | last = Dondlinger | journal = Journal of Applied Educational Technology | volume =4 | issue =1 | date = 2007 }}</ref>
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