Guest editors:
Dr. Elena Makarova, Institute for Educational Sciences, University of Basel
Dr. Alexander Schmoelz, Austrian Institute for Research on VET
Dr. Michelle Proyer, Center for Teacher Education/Department of Education, University of Vienna
Dr. Gertraud Kremsner, Inclusive Education, University of Leipzig
Susanne Prummer, Inclusive Education, University of Vienna
Stephanie Renggli, Institute for Educational Sciences, University of Basel
Editorial introduction: Games are increasingly used for educational purposes as they can be interactive in nature, are based on defined rules following a specific logic, have an explicit and carefully elaborated educational intent, and provide individual feedback to players (Martens, Diener, & Malo, 2008; Hainey, Connolly, Stansfield, & Boyle, 2011; Wouters, Oostendorp, Vrugte, van der Cruysse, Jong, & Elen, 2017). The pedagogically valuable potential of (digital) games is particularly clear in their ability to consider the needs, interests and abilities of a target audience, increase the intrinsic learning motivation of gamers and integrate learning, fun and simulation (Wastiau, Kearney, & Van den Berghe, 2009; Hainey et al., 2011). Serious games are currently receiving a great deal of attention in the field of education, not least due to challenges posed by a global pandemic.
Furthermore, some core studies on their potential to promote inclusion in education have been conducted (Makarova, Driesel-Lange, Lüthi, & Hofmann, 2017; Proyer et al., 2017; Schmoelz, 2016; Schmoelz et al., 2017) and, beyond that, to build a foundation for further research. International perspectives on the nexus of digital games and inclusion need to further work out how digital games can contribute to paving the way towards a more inclusive society. A wide variety of perspectives in relation to gamers, developers, design and content, including (among others) people with disabilities, people with migration or refugee backgrounds, cross-generational groups, and LGBTIQs are at the core of a broad understanding of inclusion that goes beyond a mere focus on disability.
In this special issue international perspectives on digital games and inclusion show a two-fold approach to game-based learning for inclusion and learning as well as to the inclusiveness of gamedesign and game development processes. International perspectives on digital games and inclusion entail both empirical and theoretical approaches from different disciplines and locations, and especially emphasize participatory approaches, also in the dissemination of games. Different educational foci and different stages of game design, development and implementation are at the centre of this.