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.

Like so much in our lives today, learning has been accelerated and commodified to try and offer instant results at low costs. We can take short-form classes on YouTube, SkillShare, Udemy, and dozens of other platforms. We can sign up for real-life classes and workshops. We can self-teach or join online communities. All of them offer quick skills at low prices. Inevitably some of that will be snake oil, people on the grift looking to extract money from those who want, or need, to learn new skills, improve their education, or expand their knowledge. Some of it, though, is high-quality, thoughtful, and impactful learning content. Telling which is which may be the trick, there.