“Across the globe there is a love affair between children and the digital technologies. They love the computers, they love the phones, they love the game machines, and – most relevantly here – their love translates into a willingness to do a prodigious quantity of learning. The idea that this love might be mobilized in the service of the goals of educators has escaped no one. Unfortunately, it is so tempting that great energy and money has been poured into doing it in superficial and self-defeating ways – such as trying to trick children into learning what they have rejected by embedding it in a game. Nobody is fooled. The goal should not be to sugar coat the math they hate but offer them a math they can love.”
Papert, S. (2006). Afterword: After how comes what. The Cambridge Handbook of the Learning Sciences: Cambridge: Cambridge University Press.