The paper focuses on the selection, application and evaluation of games suitable to enhance teaching and learning processes in two courses related to logistics and supply chain management (SCM) at the Faculty of Organizational Sciences, University of Belgrade. The selection procedure of logistics and SCM games which incorporates the database of these games and a multi-criteria analysis are designed and applied. Based on requirements to support practicing the distribution requirements planning (DRP) a new game has also been designed. The outcomes of post-game evaluation have shown that students like playing logistics and SCM games and that playing these games helps them learn something they have not previously known. The results of this study are useful for both academics and practitioners interested in training and education of logistics and supply chain (SC) professionals.

The representation of the Romani culture in Western popular culture has long been based on stereotypes and prejudices of those who are not part of it. These stereotypes have shaped the common perception of the Romani. Cultural studies are focused on literature relevant in the postcolonial and critical discourse analysis. In the works created for the D&D games set in the fictional world of Ravenloft, one can find the Vistani, an ethnic group inspired by the Romani. What is shown here is how the portrayal of the Vistani coincides with the stereotypes pointed out by researchers in popular depictions of the Romani culture and how the viewers receive such characterizations nowadays. This exploratory study points out how the stereotypes and culture coding work in speculative fiction (namely fantasy genre) and how the portrayal of fictional culture could have real-world implications.

Video gaming is a pervasive activity in the lives of teens in many parts of the world. This paper theorizes videogames as semiotic resources and interrogates the literature bearing four fundamental questions in mind: What representations do video games foster? What are the learning outcomes generated by video games? What are the cognitive processes associated with videogame playing? How do teachers incorporate video games in their pedagogical designs? We seek to contribute to a better understanding of video games as cultural artifacts, indicative of the technological and cognitive development of our society and a driving force for the expansion of change.