ABSTRACT
The chapter examines the complex relationship between space, time, power and affective experiences within formal learning environments, contrasting the traditional schooling model with gaming experiences. It emphasises the role of assemblages in shaping these experiences and explores how disruptions like the COVID-19 pandemic highlight the impact of spatio-temporal boundaries on learning atmospheres. The chapter begins by exploring the dynamics of time, space and agency through a series of vignettes and compares them to gaming experiences. It highlights how the organisation of time, pacing and spatial arrangements can shape affective atmospheres, affecting student engagement and potentially leading to boredom. The chapter goes on to compare spatio-temporal experiences in different game genres, such as sandbox and first-person shooter (FPS) games, emphasising the role of game mechanics and player interaction in shaping these experiences and enabling players to dynamically assemble their own gaming experiences.
