I expand and adapt Thi Nguyen’s account of games to the context of university humanities
education. I analyse ‘misalignment’, wherein the stakes of success or failure in a game undermine
players’ capacity to submerge themselves in play, thus missing the associated benefits. I argue that
in many ways humanities university education ...
I expand and adapt Thi Nguyen’s account of games to the context of university humanities
education. I analyse ‘misalignment’, wherein the stakes of success or failure in a game undermine
players’ capacity to submerge themselves in play, thus missing the associated benefits. I argue that
in many ways humanities university education is misaligned: crucial pedagogical goods require
submersion, but submersion is undermined by how success or failure underwrites future student
success.
