This study explores how teachers’ video game playing experiences reveal the entangled human and non-human networks that shape games’ educational potential. Drawing on postdigital theory and principles of complexity, continuity, contingency, and criticality, qualitative content analysis was conducted on 16 in-service teachers’ written reflections from a graduate multiliteracies course. Findings illustrate that educational value does not reside within games themselves but emerges from complex, relational assemblages including teachers’ embodied experiences, digital interfaces, algorithmic design, and socio-technical configurations that co-constitute learning possibilities. Games’ affordances and constraints were experienced not as fixed properties but as contingent outcomes of specific human–non-human intra-actions shaped by histories, contexts, and infrastructures. While most teachers demonstrated limited critical engagement with ideological dimensions, a few revealed developing awareness of how power operates within gaming ecologies—through mechanics, representation, and monetization systems that position players differently. These findings challenge technological determinism and instrumentalist assumptions, calling for professional learning that cultivates critical digital literacy and postdigital sensitivity to the intertwined human and material forces that produce educational meaning in gaming contexts.