We discuss how instructors and game-design students, for whom playing games for fun makes up a significant part of their self-definitions, made sense of transformations in perceptions of games, play and work during socialization into professional games-related careers. Our data come from 6 weeks of field research and 14 semi-structured in-depth interviews conducted at a local tertiary institution (LTI) offering bachelor’s degrees in game design in Singapore. We interviewed 10 students—3 female, 7 male— ranging from freshman to seniors as well as 4 male game design instructors with the intent of comparing the perspectives and experiences of both novices and veterans. While games scholars have investigated the boundaries between play and work through structural concepts such as “the magic circle” and through political-economic concepts such as “playbor,” we explore how the social- psychological concepts of “social identity” and “role identity” together provide unique insights into the meanings of play and work for game-design students, and the consequences of those meanings. We found that instructors spent significant time and effort not only teaching students how to design games, but how to become designers. We also found that game-design students learned to construct social and role identities which enabled them to renegotiate their relationship to games and to function within the expectations of the professional game-designer role.
