The evolution of computer technologies, together with the increasing speed of Internet-based communications, has promoted the use of simulation software and serious games in higher education. These technological and methodological tools can significantly enrich the learning experience in almost any knowledge area. In particular, they will have a significant impact on how the learning process is performed in the so called Science, Technology, Engineering, and Mathematics (STEM) education. This thematic series brings together several articles related to the use of serious games and simulations in higher education. Technological and pedagogical characteristics of these innovative learning tools are explored through this series, alongside their cultural, technological, and/or social contexts. Among others, the selected articles explore topics such as: (i) the benefits of teaching practices, based on the utilisation of games and simulations, for institutions, professors, and students; (ii) the use of video games and apps to increase student engagement, retention, and academic achievement; (iii) the enrichment of simulation-based learning scenarios by the incorporation of the tactile experience to the more traditional visual and hearing ones; (iv) the use of adapted virtual learning environments that simulate real-life environments; and (v) the analysis of collaborative intergenerational interaction throughout digital games. In our view, the use of games and simulation in higher education is yet in its early stage, but thanks to the current state of these technological tools and to the high degree of acceptance among the new generations of students and instructors, it seems quite evident to us that their increasing incorporation in higher education systems around the world is just a question of time. A short description of each of the selected articles is provided next:In "The effect of games and simulations on higher education: a systematic literature review", Vlachopoulos and Makri offer a survey on the use of games and simulations as innovative teaching methods in higher education. They analyze how games and simulations allow instructors to better achieve specific learning objectives. According to their study, these teaching methodologies have a positive impact on cognitive, behavioural, and affective aspects of students during the learning process. Also, the pedagogical benefits for academics and practitioners in higher education are highlighted in this work.

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Undergraduate mathematics is traditionally designed and taught by content experts with little contribution from students. Indeed, there are signs that there is resistance from mathematics lecturers to involve students in the creation of material to support their peers-notwithstanding the fact that students have been successfully engaged as co-creators of material in other disciplines. There appears to be little research into what issues may lead to reservations to using student created content in mathematics learning.

Tablet technology has been shown to support learner-centred mathematics education when this technology is available to both the lecturer and the students. However, cost is often the barrier to students' use of tablet PCs for their university studies. This article argues that more affordable netbook PCs with tablet capabilities can be viable alternatives to full-sized tablet PCs to enhance active and collaborative learning in mathematics and statistics. For a whole teaching semester, netbook tablet PCs were given to volunteer students from two different cohorts. Students were enrolled in nursing mathematics or introductory statistics in non-mathematics majors at an Australian university. The aims were to gauge the suitability of this technology and to identify what active and collaborative learning emerged in these first-year classes. While the netbook tablet PCs were actively promoted in their tutorials, of additional interest was students' use of the technology for any aspect of their studies both inside and outside the classroom. The outcome of this study was to inform a university decision to provide inexpensive tablet technology to larger cohorts of students. The results highlight different approaches required in the mathematics and statistics classes to achieve collaborative and active learning facilitated through the technology. Environmental variables such as the tutor, student, learning space, availability of other technologies and subject content had an impact on the nature of learning. While learner-centred education can be facilitated by inexpensive netbook tablet PCs, we caution that the savings may come at the expense of computing power.