Editorial. Vol. 8, Issue 3

This issue includes four papers selected among the best presented at the Games and Learning Alliance Conference (GaLA Conf), that in 2020 was held in the Laval virtual world, organized by the University of Le Mans. Beside the special issue, this number of the International Journal of Serious Games also features two regular papers, that I briefly introduce in the following.

Children’s gaming involves much more than the gaming itself: A study of the metagame among 12- to 15-year-old children

In addition to gaming, there are many other activities around digital games. These metagame activities have so far been studied from the perspective of single metagame phenomena and rarely from the perspective of the children who play digital games. This exploratory, qualitative study provides an overview of children’s metagame activities. A total of 142 children’s essays and lists of their metagame activities were analyzed using qualitative content analysis. The children’s metagame activities included game-enabling activities, strategizing activities, discussing activities, information-seeking activities, creating and sharing activities, and consuming activities. The results contribute to the body of literature on metagaming and provide an overview of children’s metagame activities around digital games, as well as new perspectives on digital games and learning.

Strokes, games and learning in groups

We thank the previous publishers for permission to re-publish this article, which previously appeared as Jusik, P. (2018) Strokes, games and learning in groups. Edukacyjna Analiza Transakcyjna, 7, 27-36. We have retained the structure and referencing of that article. Students’ hunger for strokes plays a key role in improving learning outcomes and emotional literacy in groups. Teachers and facilitators can consciously respond to their learner’s need for recognition by paying attention to the group culture and creating a responsive environment through modelling. When learners’ hunger for strokes is unmet, they start inviting psychological games. Teachers can respond adequately by stressing options in relation to the drama triangle. Additionally, TA concepts are more effective when applied in a relationship context, as otherwise the interventions become a fruitless, simplistic and formulaic endeavour. Some group settings give rise to the role lock phenomenon, when an individual represents an issue that is collectively avoided by other members. When this is brought into awareness, the group can move forward. On the whole, learners thrive when they receive appropriate strokes and permissions that support their growth and development.