Provided these game-play opportunities are “embedded in cultural practices that make sense to the participants”, meaningful learning can take place deven if the practices are in simulated forms (van Oers, 2010, p. 26). Recent technological advances, particularly in relation to visual and spatial stimuli, have extended the opportunities and possibilities of game playing. Indeed, a range of children’s games that were previously only in a concrete (three-dimensional) form, are now reproduced in digital forms (e.g., puzzles, board games and sporting activities)