Whether formalised in curricula or not, experiences of topics and practices being valuable and meaningful, understood in sufficiently broad terms, are of vital importance to learning processes, almost no matter what the specific content and context is. Arguably, such experiences are important in their own right (Engelsen, 2013, 2017 forthcoming; Tiberius, 2008) and thus as learning objectives in themselves, but moreover they are of central importance as a means to promoting intrinsic motivation that is vital in many processes of learning (Amabile, 1985).