Aesthetics and low-brow associations might not be the main cause of the fear of gaming, however. Many professors can get beyond the “pop culture” aspect of gaming—indeed, many will embrace it in accordance with a cultural studies populism. More profound are the cognitive barriers to gaming compared to other new media genres. To use Janet Murray’s language, gaming as a genre provides a specific form of “cognitive scaffolding.“1 Unlike the essentially discursive nature of new media forms like podcasting and blogging, the typical immersive video-based game’s scaffolding appears difficult to integrate into the ecology of teaching as currently understood by a wide variety of faculty.

@ Educause Quarterly
(via Liberal Education Today)