I generally take a “why not both” approach to this sort of dilemma, although I admire your principled position. It’s even worse in the world of STEM teaching, where a stick-and-glue modelling kit is called an engineering project and slime is sold as a chemistry experiment. And then we get to the “learn to code” games, which are 80% gaming with 20% instruction in basic logic/algorithmic concepts. They aren’t without value, but they’re marketed as being far more than they are (and allowed to replace what they’re supposedly promoting — actual coding!). I wrote about that subject here (https://medium.com/young-coder/the-hype-and-reality-of-teaching-kids-to-code-a0c57b4f9658).