This paper explores how the culturally saturated and generationally marked theme of brainrot was interpreted, developed, and expressed by students during the 13th edition of the Interdisciplinary Week in a Game Design undergraduate program. Drawing on project documentation, facilitator observations, and selected student outputs, the study investigates how this theme, rooted in digital overstimulation and meme culture, functioned as both constraint and provocation within a five-day, project-based learning format. Through a qualitative case study approach, we examine how students mobilized interdisciplinary competencies in design, programming, and visual arts to produce aesthetic, narrative, and ludic responses. The theme prompted diverse emotional and generational reactions, often requiring teams to navigate irony, critique, and discomfort. We argue that culturally dense and ambiguous concepts like brainrot, when framed critically, can serve as powerful catalysts for reflective storytelling, collaborative negotiation, and media literacy. The findings reinforce the pedagogical value of integrating emotionally charged themes into game design education to foster creative experimentation and interdisciplinary dialogue.