Guest Editors

Editors' Message

Game-based learning and serious games continue to play an increasingly important role in computing education, offering engaging and flexible approaches for teaching complex technical concepts while supporting diverse learners. By integrating educational objectives with interactive and playful experiences, game-based approaches can foster collaboration, reflection, and motivation, key elements for effective learning in computing.

This special issue of ACM EngageCSEdu brings together five classroom-tested Open Educational Resources (OERs) that demonstrate how game-based learning and serious games can be thoughtfully designed and implemented across a variety of computing contexts. The accepted contributions span multiple course levels and topics, ranging from low-tech collaborative games to scaffolded programming projects and client-led simulations. Collectively, these works illustrate how game-based approaches can be accessible, adaptable, and impactful in authentic educational settings.

Motivation for the Special Issue

We initiated this special issue to highlight practical, adoptable examples of game-based learning that go beyond conceptual discussions and provide instructors with ready-to-use, classroom-tested materials. While interest in serious games and gamification has grown significantly, instructors often face challenges in finding resources that are both pedagogically grounded and adaptable to their specific teaching contexts.

In particular, this special issue sought contributions that:

  • Demonstrate clear alignment between game mechanics and learning objectives, 
  • Incorporate research-based engagement and inclusion practices, 
  • Support flexibility in pacing, modality, and course structure, and 
  • Provide sufficient implementation guidance to enable adoption by other educators. 

The submissions selected for this issue strongly reflect these goals, offering diverse approaches that emphasize both creativity and instructional rigor.

Themes Across the Accepted Contributions

The five accepted OERs in this special issue highlight several recurring themes that underscore the value of game-based learning in computing education.

A number of contributions emphasize low-tech, collaborative game designs that foreground accessibility, empathy, and human-centered thinking. These resources demonstrate how carefully designed card games and role-play activities can promote discussion, peer learning, and reflection, while remaining adaptable across courses and institutional contexts. Their designs align well with Universal Design for Learning (UDL) principles and support inclusive participation without requiring specialized technology.

Other contributions focus on scaffolded, game-based projects for teaching foundational computing concepts such as object-oriented programming and software testing. These OERs leverage game mechanics, leveling systems, and structured progression to guide students from basic concepts toward more advanced applications. Clear engagement strategies and alignment with established inclusion frameworks further enhance their applicability across diverse learning environments.

The special issue also includes simulation- and role-play-based approaches that emphasize professional practice and student confidence. By incorporating structured roles, scenarios, and peer interaction, these resources help students better understand real-world computing tasks while increasing enjoyment and engagement in the learning process.

Finally, one contribution highlights client-led game and simulation projects that connect academic learning with real-world applications. Through authentic client engagement, structured feedback, and reflective assignments, this work demonstrates measurable gains in student motivation, confidence, and career readiness, while offering flexible guidance for instructors seeking to integrate similar experiences into their courses.

Reflections and Takeaways for Educators

Taken together, the contributions in this special issue demonstrate that impactful game-based learning does not rely solely on complex technology or high production value. Instead, effectiveness emerges from intentional design choices that align gameplay with learning outcomes, inclusivity goals, and authentic classroom practice.

A notable strength across these OERs is their emphasis on adaptability. Each resource is designed to be reused and modified by instructors, enabling adoption across different course formats, class sizes, and student populations. Additionally, the focus on collaboration, reflection, and empathy highlights the broader educational value of game-based approaches in preparing students for both technical and societal challenges in computing.

Closing Remarks

We would like to thank the authors for their thoughtful and well-crafted contributions, as well as the reviewers for their careful and constructive feedback throughout the review process. Their combined efforts have resulted in a strong collection of OERs that reflect the goals and values of ACM EngageCSEdu.

We hope this special issue encourages educators to explore and adopt game-based learning strategies in their own computing courses and inspires continued innovation in inclusive and engaging computing education.