Digital games for learning have quickly transitioned from a theoretical possibility, to a hyped technology, to an idea that almost seems quaint compared to advances in Biochips, Smart Robots, and self-driving cars. As a field, it is now better understand what games are good for, what they are not, and in what kinds of situations they can be productively employed. Compelling examples of games for learning now come from research labs, indie start-ups, and even textbook companies. Research programs, as detailed in this issue, are diverse and range from studies of computational thinking through board games to learning analytics in science games to mobile apps that scaffold youth mathematical practices while cooking. As a conference and community, Games + Learning + Society has a few features that those in "Educational Technology" more broadly may find unique. First, the conference sits somewhere between academics, industry, and educational practitioners. Second, there is a loosely shared common orientation toward learning through situated perspectives, as people are generally interested in learning goals that involve creative problem solving, participation in complex social practices, or producing authentic artifacts, rather than, say, memorization or only conceptual understanding. This special issue presents articles from the "Games + Learning + Society (GLS)" conference that attracted game developers, academics, and practitioners to explore games, learning, and the social impact of both and focused on the themes: "Education as a Global Phenomenon;" "Designing Tools for Educators;" "New Learning Goals Suggested by Technology;" "Expansive Approach to Games;" and "Assessing the Effectiveness of Games."