The applications of e-Learning have been considerably stratified making it possible for us to identify configurations and guidelines which have now become standardized de facto in each specific sector according to the objectives and the final destination. Together with the distinct appearance of a profile considering the various declinations of e-Learning, emerges however with the same clarity the border zones to which e-Learning promises to make its next steps. Among these areas

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... y turbulent and still in the first or second stage of experimentation -particularly interesting at the moment is the world which revolves round the applications of learning by doing and of learning by playing, both conjugated with formative models generically known as "simulations". This term however is misleading and can cause confusion because it is used by scholars, designers, users, suppliers and buyers, who often attribute to it various different meanings; to make matters worse, it is often sided by, replaced, confused or integrated with terms such as business game, serious game, e-simulation, role play, edutainment and further variances or combinations. The special number that Je-LKS wishes to dedicate to simulations has two objectives: the first one is to contribute to the elimination (or at least to the reduc-• tion) of the existent ambiguities, proposing a taxonomy that scholars can share in order to give propriety of language to this area of e-Learning; the second one is to gather, spread and compare the most interesting and • concrete experiences carried out in Italy in this field.