In the last editorial articles my co-editors J. Tuomas Harviainen (2016) and Timothy C. Clapper (2016) described the rich history and currently growing interest in gaming simulation and discussed the diversity of the field. Jan Klabbers (2006) has pointed out that the diversity is partly related to the fact that contributors of articles on gaming simulation find themselves in a dual position. Researchers in gaming simulation may represent two distinct branches of science: the design sciences and the analytical sciences.In articles related to gaming simulation we therefore find different types of gaming simulation applications that can be grouped into the following categories:I. Traditional academic research is directed at extending domain-specific knowledge by using simulation games as experimental environments and behavioral labs. The analytical science perspective uses games and simulations as scenarios to empirically test, justify and develop theories in specific domains. The main focus is on creating universal and context independent knowledge (e.g. Klabbers, 2009). II. The science of design perspective puts an emphasis on the usability of simulation games. Here, games and simulations themselves are studied with the aim of supporting and evaluating their development and use in practical contexts (e.g. Greenblat & Duke, 1975). The main focus is on dealing with an interdisciplinary and practical approach to simulation game design (as science, art and craft) with local knowledge and unique problems or challenges. Design-inthe-small (Klabbers, 2006) produces gaming simulations (gaming artifacts) as interventions and interactive learning environments. Used with that goal in mind, they contribute to the design-in the-large process of socio-technical systems (e.g. for change management and organizational development). In practice, simulation games refer to a large number of different approaches. These include: computer simulation, behavior-oriented role plays with or without computer-assisted simulation, hands-on board games, but also more recent approaches such as digital and non-digital educational games, game-basedlearning, and web-based simulation games. Also significant are those areas currently discussed with reference to buzzwords such as serious games andSimulation & Gaming 48 (1) meaningful play. Nowadays these terms also describe the educational use of games with 3D video technology (sometimes games that were originally created for entertainment purposes). IIa. Many applications of gaming simulation fall into the category of education and training simulation games (e.g. Crookall et al., 1988). Here simulation games are for example used as experiential teaching and learning methods in order to foster knowledge acquisition, development of skills and competencies, understanding of complex relationships and especially facilitating simulation games to train performance of dangerous tasks in a safe learning environment. The focus of applications in this category is very often on the individual learning outcome ...