iv International Journal of Gaming and Computer-Mediated Simulations, 6(2), iv-v, April-June 2014 Copyright © 2014, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Special Issue on Exploring Identity, Emotions, and Learning in Virtual Environments: An Introduction Jason M. Harley, Department of Educational and Counselling Psychology, McGill University, Montréal, Canada Sharon Y. Tettegah, University of Illinois, Urbana-Champaign, IL, USA Michael P. McCreery, University of Nevada, Las Vegas, NV, USA INTRODUCTION This special issue explores how virtual envi- ronments (VEs) can be used to elicit emotions and perspective taking as well as help users to learn and explore their virtual avatar and physical world identities in interesting ways. VEs are computer-generated environments of real or imaginary content and include games and simulations. The articles selected for this special issue provide novel and valuable insights into a wide-range of VEs, including immersive computer-based (e.g., Second Life), as well as commercial games (World of WarCraft). The authors used a variety of psychological theories and constructs (e.g., five factor model of personality, self-determination theory, self- efficacy, empathy, and presence) to generate an interesting set of research questions to frame the use and impact of the digital environments presented in each article. The result is a special issue that explores the effect of everything from environment-external tools to embedded and customizable features of these environments on users interactions with them and the result- ing psychological (e.g., affective) and learning outcomes. In the first article Foshee and Nelson investigate user-personalization through the customization of avatar features in a computer- based inquiry environment where learners apply scientific principles they learned in class. Their study illustrates the potential that relatively simple and therefore scalable feature (e.g., avatar’s color of clothing, accessories, eyes, hair, and skin tone) manipulations can enhance situational interest, therefore positively affect- ing user’s competency beliefs. These findings are interesting, especially in the context of contemporary commercial videogames which offer increasingly broad customization options (e.g., facial features, body type, race, sexual orientation). This research can therefore be used as a starting point to examine a range of user- customization options and consider how much and which types might be most beneficial as a starting point to increase task interest. GUEST EDITORIAL PREFACE