The digital fantastic: theorising the role of hesitation in experiences of fantasy in video games

Elvery, Gabriel (2025) The digital fantastic: theorising the role of hesitation in experiences of fantasy in video games. PhD thesis, University of Glasgow.

Abstract

This thesis develops the theory of the Digital Fantastic, conceptualising how hesitation and uncertainty complicate and intensify experiences of Fantasy in video games. In doing so, this thesis considers what Fantasy is and does, highlighting ways that experiences of video games can broaden our understanding of the relationship between Fantasy and technology. The research herein updates Tzvetan Todorov’s (1975) theory of the fantastic and applies it as a means of providing insight into our contemporary relationship with technology. Todorov’s theory defines the fantastic in literature as a state of “hesitation common to the reader and character who must decide whether or not what they perceive derives from “reality” as it exists in the common opinion” (1975, p. 41). This thesis considers how video games create forms of hesitation that blur the boundaries between the digital world and off-screen reality, complicating the conceptualisation of Fantasy and its affects as being separate from daily life.

The concept of hesitation is approached from two different angles: game-led hesitation, and player-led hesitation. Game-led hesitation is an affect which arises when the artistry of a video game evokes a boundary-blurring that elides on-screen fantasy with offscreen reality via the emotions experienced. Player-led hesitation is a way of playing that involves the ability to maintain a critical mindset whilst playing a video game without entirely distancing oneself from its affect. The thesis argues for the utility of player-led hesitation in understanding how video games use Fantasy world-building to veil and naturalise cultural fantasies such as misogyny and racism. Game-led and player-led hesitation are complementary approaches that theorise productive hesitation from both an affective, and logical perspective. This thesis proposes a synthesis of the two as a means of learning from experiences in video games, whether this be formally in a classroom setting, or for curious players at home.

The project uses theoretically informed close reading alongside player experiences of video games in the form of game reviews, comments and online articles to support its claims. In relation to its chosen theories, the thesis is interdisciplinary, drawing upon Fantasy theory, Game Studies and pedagogy to propose methods for analysing and teaching video games through the lens of hesitation. Fantasy theory is used to formulate an understanding of what Fantasy is and does, analysing the field’s discourse relating to form and genre employing theorists such as Kathryn Hume and Tzvetan Todorov. In doing so, the thesis outlines proposed differences between Fantasy and the fantastic, wherein the fantastic describes an orientation towards, and way of interacting with, Fantasy, rather than being a subcategory of the genre. The works of Michael T. Saler and Henry Jenkins are also explored to give an overview of Fantasy’s contemporary context and garner insights into how fans interact with the form.

Game Studies is utilised throughout to give context about each video game analysed, as each is a different genre and played on different platforms, the affordances of which greatly change players’ experiences. The literature review (Chapter One) draws upon founding texts of the field including works by Johan Huizinga and Bernard Suits, with later chapters narrowing in scope depending on the game(s) being considered. As Game Studies is multidisciplinary, there is a variety of research from different fields utilized throughout, with each chapter drawing on this research in mini literature reviews. Chapter Two introduces Folkloric Studies to examine hesitation in fairy tale video games. Chapters Three and Four explore the game Undertale using theories of parasocial relationships and research relating to Let’s Play content creation. Chapter Five considers the dynamics of hesitation in smartphone video games using the work of researchers such as Shira Chess, Larissa Hjorth and Ingrid Richardson. The final chapter considers the applications of the thesis’s insights through documenting a qualitative teaching study applying my theories practically using pedagogy from John A. McArthur relating to distanced learning and feminist pedagogies inspired by the work of bell hooks.

This thesis contributes a new perspective to existing ways of understanding both Fantasy and video games, relating theories to the contemporary relationship with digital technology, and demonstrating how to apply this thinking in a practical manner.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Additional Information: This thesis was supported by the University of Glasgow’s Lord Kelvin/Adam Smith (LKAS) PhD Scholarship.
• Subjects: P Language and Literature > PN Literature (General)
• Colleges/Schools: College of Arts & Humanities > School of Critical Studies
• Supervisor's Name: Sangster, Professor Matthew and Barr, Dr. Matthew
• Date of Award: 2025
• Depositing User: Theses Team
• Unique ID: glathesis:2025-85636
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 03 Dec 2025 12:15
• Last Modified: 05 Jun 2026 15:42
• Thesis DOI: 10.5525/gla.thesis.85636
• URI: https://theses.gla.ac.uk/id/eprint/85636