Public statements about ethics declare individual, group, or organisational beliefs, values, and principles to the world. They are intended to be clear statements about how their owners will interact with the real world. Of necessity, simulations, and games used for learning, warp and bend reality to generate replications of aspects of the real world creating opportunities to generate new insights and knowledge. Because of this it is difficult to imagine a text that could declare a clear and absolutely ethical boundary applicable to every setting. In this paper we examine how a complex web of forces informs the actions of individual simulationists as they design and choose activities to further education and research goals. While we use educational contexts as our primary lens, our aim is to initiate a broader discussion about ethical considerations across all simulation domains. We explore how different ethical frameworks interact with various simulation types, potentially leading to very different participant experiences. We propose that making implicit ethical stances explicit is essential for responsible simulation practice in any field. This work challenges simulationists to either demonstrate that they know, understand, and apply in practice their own espoused ethical stance, or are willing to spend time learning how to do so consistently and then share their experiences. Our aim is to foster a more nuanced understanding of the ethical dimensions shaping the field of simulations and games for learning.

The rapid evolution and ubiquitous use of mobile devices is an historical opportunity to improve experiential interactivity in education practices to support ldquodeeprdquo learning. A major barrier to the widespread adoption of mlearning in higher education is that of cost. Usage charges and the cost of mobile hardware are key issues. Opportunities to overcome this barrier include the high rate of ownership of mobile phones by university students and technological solutions such as packet transmission technologies. The paper introduces mInteract, a system which uses packet technology (mobile WAP/WML) to build no-to-low cost interactivity into learning spaces. The online tool supports active experiential learning transactions for both student and teacher. In 2008 mInteract was trialled in a subject with large numbers. Focus group feedback is presented that indicates high levels of engagement with both users and non-users of the tool.