This page is older archived content from an older version of the Emerald Publishing website.

As such, it may not display exactly as originally intended.

Empirical Evidence of Computer Games Technology adoption in Education and Training

Special issue call for papers from Journal of Applied Research in Higher Education


Computer games technology is a fundamental component in the areas of games-based learning and serious games. These areas have the potential to enhance the learning process in a supplementary capacity to traditional teaching approaches and have been of interest to pedagogical practitioners and industrialists in a number of different sectors. A common challenge associated with serious games and games-based learning is that while there is quite a body of evidence concerning the effectiveness of computer games in education and training, this evidence is not particularly rigorous i.e. a lack of randomized controlled trials (RCTs) or longitudinal studies (Roterman-Konieczna, 2015). To sufficiently validate the potential of computer games-based learning and serious games the dearth of empirical evidence has to be addressed with the production quality empirical evidence to support the validity of the approach.

Computer games technology is a rapidly expanding technologically advanced area where computer games now come in many shapes and forms on a number of devices and platforms from 2D games on the Apple iPad to augmented reality games on the Playstation 4. The opportunity to create games for pedagogical and training purposes is greater than ever before as they can be created as 2D low fidelity games for drill and skill training to highly immersive 3D environments for simulated practice in complex areas. Some of the challenges associated with using computer games technology for the purpose of games-based learning and serious games are: integrating pedagogical content, integrating assessment, a lack of development and evaluation frameworks, a lack of high quality empirical studies evaluating the efficacy of 2D games and 3D games for a number of areas at a number of educational levels (Primary, Secondary and Tertiary Education).

The aim of this special issue is to publish high-quality research papers as well as review articles reporting recent empirical advances on the application of computer games technology in different areas for the purposes of learning and training. Original, high quality contributions that are not yet published or that are not currently under review by other journals or peer-reviewed conferences are sought.

Potential topics include but are not limited to:

  • Empirical evaluation of computer games technology for learning in primary education, secondary or tertiary education.
  • Empirical evaluation of computer games technology for simulation visualisation.
  • Use of computer games technology for simulation visualisation.
  • Reviews of empirical evidence on computer games technology application for learning and teaching.
  • Development of developmental models and frameworks for games-based learning/serious game applications.
  • Development of evaluation models and frameworks,
  • Survey based research on computer games technology adoption for learning and training.
  • Comparisons on the efficacy of 2D games and 3D games in terms of pedagogical effectiveness.
  • Suitability of different game genre types for learning and teaching.
  • Comparisons of computer games technology to traditional teaching.
  • Novel adoption of games-based learning for teaching and learning purposes.
  • Application of Virtual Reality and Augmented Reality within education.

Submission procedure

Submissions to this special issue must be made through the ScholarOne submission system: Please visit the author guidelines for the journal at:… which gives full details. Please ensure that you select this special issue from the relevant drop down menu on page four of the submission process.

Submission deadline
Manuscripts must be submitted by 9th February 2018.

Lead Guest Editor
Thomas Hainey, University of the West of Scotland, Paisley, Scotland, UK - [email protected]
Dr. Thomas Hainey is a Lecturer in the School of Engineering and Computing at the University of the West of Scotland. His research interests include: games-based learning and serious games, motivations for playing computer games, evaluation of games-based learning applications and assessment integration for games-based learning applications. He has a number of journal and conference publications in these areas. His doctoral dissertation was about using games-based learning to teach requirements collection and analysis at tertiary education level.

Guest Editors
Gavin Baxter, University of the West of Scotland, Paisley, Scotland, UK - [email protected]
Dr Gavin Baxter is a lecturer in the School of Engineering and Computing at the University of the West of Scotland. His research focuses on the implementation of enterprise social media technologies in organisations for the purposes of organisational learning. His other research interests include the application of social media tools in higher education for teaching and learning purposed.

Danielle C Herro, Clemson College of Education, Clemson, South Carolina, USA - [email protected]
Dr Danielle C Herro is an Associate Professor of Digital Media and Learning at the Clemson University. She researches digitalgames with a focus on helping advance game-based learning in schools, and ways to enhance STEAM (Science, Technology, Enginerring, Art and Mathematics) education. Danielle teaches courses on social media, games, and emerging technologies and Co-Directs the Digital Media and Learning and Gaming Labs in the College of Education.

Athanassios Jimoyiannis, University of Peloponnese, Korinthos, Greece - [email protected]
Dr Athanassios Jimoyiannis is a Professor leading the e-Learning Research Group (e-LeReG) at the Department of Social and Educational Policy, University of Peloponnese, Greece. His current research interests include e-learning and ICT in education, social media in education, digital literacy, computer science education, and teachers' professional development on ICT in education, science education. He has published articles in various peer-reviewed scientific journals and conference books. He is also a member of the Scientific Review Board in various international journals and conferences in the areas of e-learning and ICT in education.

Roterman-Konieczna, I. (2015). Simulations in Medicine: Pre-clinical and Clinical Applications. De Gruyter