Volume 15, Issue 2        Editorial-2:
Games and Simulations in Education
This feature of the Summer 2011 issue of Academic Exchange Quarterly presents articles by scholars and researchers in the area of games and simulations for educational purposes. Being the first feature published by AEQ on this subject, I would like to thank all the feature’s contributors, as well as all the people who work on a voluntary basis for this journal to be published. I would also like to wish that our collaboration continues and produces material that is useful for professionals in the field of education.
The authors are reasearchers and instructors at Embry-Riddle Aeronautical University, Teachers College of Columbia University, Syracuse University, Virginia Tech, Ball State University and at the University of Koblenz- Landau in Germany.
Wendi M. Kappers suggests that student preferences regarding game play, purpose and design of educational video games must be taken into account when inserting video games in the K-12 classroom, and shares with us students’ costumization requests resulted by an experimental study of 7th graders in Mathematics and Mathematics 2 courses.
Joey J. Lee and Jessica Hammer attempt to answer fundamental questions surrounding the concept, necessity and practicality of gamification in education and explore both the potential benefits and pitfalls of gamification.
Alan Foley and Nilay Yildirim explore the area of educational game development, through a synthetical understanding of the research on games and instructional design. Their literature review summarizes the most commonly followed techniques and strategies for the design of games for instructional purposes and examines how scholars and educational game designers achieve the balance between the entertainment and instructional features of design.
Ulrich Wechselberger compares a game to classical face to face training in relation to learning outcomes, credibility and entertainment, and finds that the game was as effective but more entertaining than traditional training.
Somik Ghosh and Suchismita Bhattacharjee approach hands-on games as applications for problem-based learning, and provide a list of available hands-on games for teaching lean construction. Their assessment suggests that most of these games fail to replicate realistic environment and lack sophistication.
Beginning with this feature we hope to establish the publication of an annual feature of Academic Exchange Quarterly on Games and Simulations in Education, always focusing on practical efforts to use games in the classroom. Thus, I am pleased to announce that Academic Exchange Quarterly will again feature the Games and Simulations in Education topic in its Summer 2012 edition, which will focus on the use of Games and Simulations in Social Sciences Education. I encourage you to consider submitting your work and share the call for papers with colleagues and other interested parties. Contributions from teachers/ educators, game designers and researchers are specifically welcome, in order to see how theory and practice merge in the social sciences education when games are used for learning.
Maria Mavrommati, PhD, Feature Editor, Games and Simulations in Education
Lecturer, AKMI Metropolitan College, Thessaloniki, Greece