This paper presents a study that used narrative inquiry to explore staff experiences of learning and teaching in immersive worlds. The findings introduced issues relating to identity play, the relationship between pedagogy and play and the ways in which learning, play and fun were managed (or not). At the same time there was a sense of imposed or created values systems that introduced questions and challenges about what learning became or meant in theseudspaces. The issues identified by this small scale study may offer some purchase on concerns which appear to be emerging with the digitisation of our lives.
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