From Play to Performance: Cultural–Pedagogical Frictions in Transmedia Edutainment in Hong Kong Higher Education

Abstract

Despite growing interest in transmedia edutainment, its limits—especially those experienced by students embedded in non-western educational cultural settings—remain underexamined. This article offers a theoretically grounded and empirically supported analysis of the cultural–pedagogical frictions shaping transmedia edutainment in Hong Kong higher education, focusing on students whose learning dispositions have been historically and institutionally formed by examination-oriented meritocracy and instrumentalist epistemologies. Using a mixed qualitative design combining focus-group interviews and classroom ethnographic observations, we show why implementation efforts frequently stalled and how they were ultimately absorbed by a prevailing neoliberal–Confucian educational culture that moralizes achievement and standardizes value recognition. Drawing on a Bourdieusian framework, we interrogate how students’ educational illusio—animated by content instrumentalism, grade-oriented compliance, and meritocratic time-discipline—recasted multimodal engagement as instrumentalized participation optimized for legibility, security, and risk minimization. Moving beyond prevailing emphases on technological access or digital divides, we foreground habitus–field incongruence as the mechanism structuring ambivalent participation and deculturation from the intended ethos of creativity, critical inquiry, and collaborative participation. We conclude by calling for culturally responsive pedagogical shifts necessary for cultivating more genuine participatory cultures in transmedia learning environments.