CfP: Int. Journal of Gaming and Computer-Mediated Simulations – Special Issue

The International Journal of Gaming and Computer-Mediated Simulations ( announces a special issue dedicated to the topic of Emotions, Identity, and Learning in Virtual Environments.

Virtual environments (VEs) are computer-generated simulations of a real or imaginary context. Contemporary VEs have a significant spatial component; they typically allow users to navigate the environment via avatars that can be customized in appearance and behavior in the virtual world. Our definition of VEs encompasses games—both single player and massively multi-player—as well as non-competitive virtual environments used for social interaction, civil engagement, etc.

The opportunity to embody a character in a VE presents the opportunity to explore new frontiers of psychology and new forms of interaction. Contemporary VEs can have vivid and compelling visual imagery that allows for strong perceptual and emotional engagement. VEs often have high visual fidelity with real world environments, but they can also be constructed to modify and augment interactions in interesting ways. For example, avatars can be created to have different physical characteristics than their users, they can have a different visual perspective than what is typically afforded in the real world, and the avatar may not even behave in the way that the user intends or expects. Users may come to view a situation, a content domain, or themselves differently as the result of interacting in these ways within a VE, and these novel forms of interaction create opportunities that may generate new insights and new forms of understanding.

The purpose of this special issue is to examine how identity manipulations, perspective taking, and emotional engagement in VEs affect learning. Authors are invited to submit manuscripts that:

  • Present empirical findings on how social and emotional engagement, perspective taking, and modifications of a user’s identity affect learning.
  • Conduct meta-analyses of existing research on perceptual and socio-emotional learning in VEs.
  • Present innovative designs for VEs that include manipulations of a user’s perspective, alterations of their identity, or affecting their emotional engagement in some way.

While we strongly encourage authors to accompany their findings with theory and a guiding framework, the focus of articles in this special issue should be on empirical results and descriptions of specific designs.

In order to ensure appropriateness of fit with the special issue, potential authors are asked to submit a title and a 300-word abstract to by June 21, 2013. Please include the title of the special issue “Emotion, Identity, and Learning in VEs” in the subject line. Authors will be notified by July 1st whether they are encouraged to submit a full manuscript. Encouraged manuscripts will undergo full peer review and are subject to revisions prior to publication. Interested contributors should feel free to write in advance of this deadline with any questions.

Full manuscripts will be due September 1, 2013 and will undergo full peer review at this time. All manuscripts are subject to revisions prior to publication in the special issue.Manuscripts should be submitted in APA format. They will typically be 5000-8000 words in length. Full submission guidelines can be found at:

Co-guest editors:

Robb Lindgren (University of Illinois at Urbana-Champaign)

Sharon Y. Tettegah (University of Illinois at Urbana-Champaign)

Michael P. McCreery (University of Arkansas at Little Rock)

MissionIJGCMS is a peer-reviewed, international journal devoted to the theoretical and empirical understanding of electronic games and computer-mediated simulations. IJGCMS publishes research articles, theoretical critiques, and book reviews related to the development and evaluation of games and computer-mediated simulations. One main goal of this peer-reviewed, international journal is to promote a deep conceptual and empirical understanding of the roles of electronic games and computer-mediated simulations across multiple disciplines. A second goal is to help build a significant bridge between research and practice on electronic gaming and simulations, supporting the work of researchers, practitioners, and policymakers.

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