Abstract
In this paper, the author proposes cybernetics as a valid scientific and theoretical approach in considering the requisite variety of learners and learning through the application of digital games. The paper challenges anecdotal notions of perceived generational distinctions in respect of their pre-disposition to using games in learning. The paper provides a brief history of digital games and play, cybernetics in games design discourse and considers game-play, technology, the game and player as a complex cybernetic system. In conclusion, the author challenges the notion of homogenous game play or players and suggests that only requisite variety can manage the requisite variety offered by this complexity.