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Video games designed for educational purposes often struggle to effectively connect concepts of interest to gameplay. We propose that to encourage players to mobilize knowledge resources for non-game settings such games must be representationally congruent. Representationally congruent games are construction games where the player builds and/or interacts with the game using primitives relevant to the game world to construct representations that are congruent with those used by domain experts in the real world. Showing data of players constructing velocity v. time graphs before and after playing a representationally congruent racing game, we argue that the shared features of player-constructed and formally accepted representations provide a hook for players to bring knowledge and intuition built in-game to situations and experiences outside of the game context.