Game 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.