At the heart of both meaningful teaching and deep gameplay is the separation of our usual selves from our “learning” or “ludic” selves - between the everyday me and the “student” or “player” me. Who I am in the classroom or in the game is, in an important sense, a temporary me. This is a me that can experiment freely, make mistakes without fear, try new roles and rules, iterate, change, and shift. I can adopt new identities, new judgments, and try new activities.