Using games in teaching geography and planning
Subject Areas : Geography
1 -
Keywords: serious games, geographical teaching, simulation, role playing, participatory studies,
Abstract :
Using games in teaching geography and planning Abstract This article examines the use of games in geography education, including before the advent of computer-based (digital) games. The growing popularity of "serious games" and "edutainment" has been noted, focusing on their perceived benefits in classroom-based education. A blurring between digital games for educational purposes and games primarily for entertainment has been discussed, reflecting the popularity of SimCity and the potential of these games for learning about urban planning. This analysis champions games that enable students to play different roles and produce realistic "real-life" results. Two examples of non-digital board games, Collaborative and Geopoly, illustrate how role-playing expands students' understanding of planning and human geographyFor the future, geography teachers can use the sophistication and sophistication of digital games in a range of purposefully designed teaching tools, from educational entertainment as well as more 'traditional' board games. Imaginative use of all different formats can help to increase students' interest in geography to maintain or increase the capacity of students from schools to the university sector. The smorgasbord of game options continues to grow, but as Participology and Geogopoly demonstrate, some of the most effective ways to develop role play and engage with real-world problems don't require a technological "fix.". Keywords: serious games, geographical teaching, simulation, role playing, participatory studies
References:
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B.Y. Bayeck Examining board gameplay and learning: A multidisciplinary review of recent
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B. Bereitschaft Gods of the city? Reflecting on city building games as an early introduction to
urban systems Journal of Geography, 115 (2) (2016), pp. 51-60,
F. Bizet, M. Bussi . Les jeux de plateau: Une géographie ludique Mappemonde, 4 (1997), pp. 33
37
M. Borzakian. Pour une approche géographique des jeux de plateau, Cybergeo: European Journal of Geography (2009)
C.P. Brysch, N.T. Huynh, M. Scholz. Evaluating educational computer games in Geography: What is the relationship to curriculum requirements? Journal of Geography, 111 (3) (2012), pp.
K.E. Buckley, C.A. Anderson. A theoretical model of the effects and consequences of playing video games
P. Vorderer, J. Bryant (Eds.), Playing video games: Motives, responses, and consequences, Routledge, New York/London (2006), pp. 363-378
J.M. Campillo-Ferrer, P. Miralles-Martínez, R. Sánchez-Ibáñez Gamification in higher education: Impact on student motivation and the acquisition of social and civic key competencies
Sustainability, 12 (12) (2020), p. 4822.
C. Busch (Ed.), Proceedings of the 8th European Conference on games-based learning. Research and Training Center for Culture and Computer Science (FKI), University of Applied Sciences, Hochenschule für Technik und Wirtschaft (HTW), Berlin (2014), pp. 50-57
P.L. Chaney, L. Doukopoulos. An active learning exercise on sustainability and the water footprint of food: The dinner party menu challenge The Geography Teacher, 15 (4) (2018), pp. 173-184.
G.P. Chapman. The green revolution Area, 5 (2) (1973), pp. 129-140. P. Cheng, T. Yeh, J. Tsai, C. Lin, C. Chang. Development of an issue-situation-based board game: A systemic learning
environment for water resource adaptation education. Sustainability, 11 (5) (2019), pp. 1341-1358.
A.F. Chow, K.C. Woodford, J. Maes. Deal or no deal: Using games to improve student learning, retention and decision-making International Journal of Mathematical Education in Science & Technology, 42 (2) (2011), pp. 259-264.
Gaming in technology education. The Technology Teacher, 68 (5) (2009), pp. 21-26
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L. García-Barrios, J. Cruz-Morales, J. Vandermeer, I. Perfecto. The Azteca chess experience: Learning how to share concepts of ecological complexity with small coffee farmers. Ecology and Society, 22 (2) (2017), pp. 37-48, 10.5751/ES-09184-220237
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C. Girard, J. Ecalle, A. Magnan. Serious games as new educational tools: How effective are they? A meta‐analysis of recent studies. Journal of Computer Assisted Learning, 29 (3) (2013), pp. 207-219,
J. Glass, A.J. Scott, M. Reed, K. Leach, R. Curzon. Public engagement tools: A literature review
Accessed April 3rd, 2020
J.L. Gonzalo Iglesia, N. Lozano Monetrrubio, J. Prades Tena. Evaluando el uso de juegos de mesa no educativos en las aulas: Una propuesta de modelo. Communication Papers: Media Literacy and Gender Studies, 7 (14) (2018), pp. 37-48
Y. Guermond. Geographie humasine et enseignment secondaire. Quelques jalons critiques
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P. Haahtela, T. Vuorinen, A. Kontturi, H. Silfvast, M. Väisänen, J. Onali (Eds.), Gamification of education: Cities Skylines as an educational tool for real estate and land use planning studies, Department of Real Estate, Planning and Geoinformatics Aalto University, Aalto, Finland (2015)
P. Haggett. Locational analysis in human geography. Edward Arnold, London (1965)
P. Haggett, R.J. Chorley (Eds.), Models in geography, Methuen & Co. Ltd., London (1967)
J. Hamari, D.J. Shernoff, E. Rowe, B. Coller, J. Asbell-Clarke, T. Edwards . Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54 (2016), pp. 170-179,
M. Hardman. Participlology – project profile: Geogopoly. Accessed April 3rd, 2020
L. Jarvin. Edutainment, games, and the future of education in a digital world. New Directions for Child and Adolescent Development, 147 (2015), pp. 33-40,
L. Keller .The scrambled states of America. Henry Holt, New York (1998)
L. Keller. The scrambled states of America talent show. Henry Holt and Company, New York (2010)
B. Kim. Harnessing the power of game dynamics,1: Why, how to, and how not to gamify the library experience. College & Research Libraries News, 73 (8) (2012), pp. 465-469,
J.T. Kim, W.H. Lee .Dynamical model for gamification: Optimization of four primary factors of learning games for educational effectiveness. T-h. Kim, H-s. Cho, O. Gervasi, S.S. Yau (Eds.), Computer applications for graphics, grid computing, and industrial environment, Springer, Berlin, Heidelberg (2012), pp. 24-32
M. Kim, J. Shin. The pedagogical benefits of SimCity in urban geography education. Journal of Geography, 115 (2) (2016), pp. 39-50
M.J. Marrón Gaite. Juegos y técnicas de simulación. M.J. Marrón Gaite, A. Moreno Jiménez (Eds.), Enseñar geografía: de la teoría a la practica, Síntesis, Madrid (1995), pp. 79-106
M.J. Marrón Gaite. El juego como estrategia didáctica para favorecer el aprendizaje de la geografía. Iber: Didáctica de las ciencias sociales. geografía e historia, 30 (2001), pp. 55-68
M.J. Marrón Gaite. Los juegos de simulación como recurso didáctico para la enseñanza de la geografía. Didáctica geográfica, 14 (2013), pp. 45-55
E. Martín. Los juegos de simulación en EGB y BUP. Universidad Autónoma de Madrid, Madrid (1985)
R. Martínez Cebolla, E. Gómez Cabello, F. López Martín. Aprendiendo Geografía con una IDE didáctica. Los geojuegos de IDEARAGON. Revista Mapping, 26 (182) (2017), pp. 26-36
R. Matley. Articipology - project profile: Queen Mary's grammar school
P (2015)
Accessed April 3rd, 2020
B. Mayer, B.C. Harris. Libraries got game: Aligned learning through modern board games
American Library Association, Chicago (2010)
E. McDonald. Newzoo's 2017 Report: Insights into the $108.9 billion global games market
Accessed April 6th, 2020
J. McGonigal. Reality is broken: Why games make us better and how they can change the world
Jonathan Cape, London (2011)
L. Messely, E. Belmans, E. Kerselaers, E. Rogge, V. Dewaelheyns, et al. Eindrapport IMAGO: Een toolbox voor gebiedsgerichte processen in de open ruimte. (2017), Accessed 10th Jan 2020
Accessed
M. Mewborne, J.T. Mitchell. Carcassone: Using a tabletop game to teach geographic concepts
The Geography Teacher, 16 (2) (2019), pp. 57-67, 10.1080/19338341.2019.1579108
View in ScopusGoogle ScholarMiller and Connolly, 1982
E.W. Miller, G. Connolly. Games in geography: Development in technique. Journal of Geography, 81 (3) (1982), pp. 112-114, 10.1080/00221348208980860
J. Minnery, G. Searle. Toying with the city? Using the computer game SimCity™ 4 in planning education. Planning Practice and Research, 29 (1) (2014), pp. 41-55, 10.1080/02697459.2013.829335
M. Montola, J. Stenros, A. Waern (Eds.), Pervasive games: Theory and design – experiences on the boundary between life and play, CRC Press, Boca Raton, Fla (2009)
R. Moss. From SimCity to well, SimCity: The history of city-building games, ArsTechnica
(2015)
S.D. Newman, M.T. Hansen, A. Gutierrez. An fMRI study of the impact of block building and board games on spatial ability. Frontiers in Psychology, 7 (1278) (2016), pp. 1-9, 10.3389/fpsyg.2016.01278.View in ScopusGoogle ScholarNilsson and Jakobsson, 2011
E.M. Nilsson, A. Jakobsson. Simulated sustainable societies: Students' reflections on creating future cities in computer games. Journal of Science Education and Technology, 20 (1) (2011), pp. 33-50,
S. Papadakis. The use of computer games in the classroom environment. International Journal of Teaching and Case Studies, 9 (1) (2018), pp. 1-25,
T. Pløhn. Pervasive learning: Using games to tear down the classroom walls. Electronic Journal of E-Learning, 12 (3) (2014), pp. 299-311
S. Popp. Das lernspiel im unterricht. Pädagogische Welt. Zeitschrift für Unterricht und Erziehung, 7 (1990), pp. 306-311
M.D. Proctor, Y. Marks. A survey of exemplar teachers' perceptions, use, and access of computer-based games and technology for classroom instruction. Computers & Education, 62 (2013), pp. 171-180, 10.1016/j.compedu.2012.10.022
M. Rey-López, A, Fernández-Vilas, R.P. Díaz-Redondo, A model for personalized learning through IDTV, in: V. Wade, H. Ashman and B. Smyth (eds.) Adaptive hypermedia and adaptive web-based systems. Fourth international Conference: Adaptive Hypermedia, Dublin, Ireland, June 21-23, 2006. Springer, Berlin, pp. 457-461.
R. Reynolds. On guerrilla gardening: A handbook for gardening without boundaries. Bloomsbury Publishing, London (2014)
G.M. Robinson, P. Houston, R. Lang.Maximising the impact of games as effective participative tools: The RUFopoly resource kit. Preliminary report from a workshop held in the Barossa Valley, University of Adelaide,
Allied Market Research. Global serious games market expected to reach $9,167 million by 2023 Accessed April 3rd, 2020
J. Arango-Lopez, C.A. Collazos, F.L.G. Velas, F. Moreira. Using pervasive games as learning tools in educational contexts: A systematic review International Journal of Learning Technology, 13 (2) (2018), pp. 93-114,
E. Arts. SimCity buildit Accessed on April 3rd, 2020
https://www.ea.com/games/simcity/simcity-buildit (2019)
R. Bartle Hearts, clubs, diamonds, spades: Players who suit MUDs (accessed March 22nd, 2021)
B.Y. Bayeck Examining board gameplay and learning: A multidisciplinary review of recent
research Simulation & Gaming, 51 (1) (2020), pp. 411-431.
B. Bereitschaft Gods of the city? Reflecting on city building games as an early introduction to
urban systems Journal of Geography, 115 (2) (2016), pp. 51-60,
F. Bizet, M. Bussi . Les jeux de plateau: Une géographie ludique Mappemonde, 4 (1997), pp. 33
37
M. Borzakian. Pour une approche géographique des jeux de plateau, Cybergeo: European Journal of Geography (2009)
C.P. Brysch, N.T. Huynh, M. Scholz. Evaluating educational computer games in Geography: What is the relationship to curriculum requirements? Journal of Geography, 111 (3) (2012), pp.
K.E. Buckley, C.A. Anderson. A theoretical model of the effects and consequences of playing video games
P. Vorderer, J. Bryant (Eds.), Playing video games: Motives, responses, and consequences, Routledge, New York/London (2006), pp. 363-378
J.M. Campillo-Ferrer, P. Miralles-Martínez, R. Sánchez-Ibáñez Gamification in higher education: Impact on student motivation and the acquisition of social and civic key competencies
Sustainability, 12 (12) (2020), p. 4822.
C. Busch (Ed.), Proceedings of the 8th European Conference on games-based learning. Research and Training Center for Culture and Computer Science (FKI), University of Applied Sciences, Hochenschule für Technik und Wirtschaft (HTW), Berlin (2014), pp. 50-57
P.L. Chaney, L. Doukopoulos. An active learning exercise on sustainability and the water footprint of food: The dinner party menu challenge The Geography Teacher, 15 (4) (2018), pp. 173-184.
G.P. Chapman. The green revolution Area, 5 (2) (1973), pp. 129-140. P. Cheng, T. Yeh, J. Tsai, C. Lin, C. Chang. Development of an issue-situation-based board game: A systemic learning
environment for water resource adaptation education. Sustainability, 11 (5) (2019), pp. 1341-1358.
A.F. Chow, K.C. Woodford, J. Maes. Deal or no deal: Using games to improve student learning, retention and decision-making International Journal of Mathematical Education in Science & Technology, 42 (2) (2011), pp. 259-264.
Gaming in technology education. The Technology Teacher, 68 (5) (2009), pp. 21-26
A. Coelho, R. Rodrigues, R. Nóbrega, J. Jacob, L. Morgado, P. Cardoso, M. Van Zeller, L.. Santos, A.A. Sousa Serious pervasive games. Frontiers of Computer Science, 2 (2020), p. 30
T.M. Connolly, E.A. Boyle, E. MacArthur, T. Hainey, J.M. Boyle. A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59 (2) (2012), pp. 661-686
G. Conolly. Games in geography: Development in technique Journal of Geography, 81 (3) (1982), pp. 112-114, .S. Deterding, D. Dixon, R. Khaled, L. Nacke. From game design elements to gamefulness: Defining" gamification. October 6-8, 2010 Tampere
Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, Finland (2011), pp. 9-15 .doi.org/10.1080/00221341.2015.1061585
T. Donovan. It's all a game: The history of board games from Monopoly to Settlers of Catan
Thomas Dunne Books, New York (2017)
R. Dörner, S. Göbel, W. Effelsberg, J. Wiemeyer. Serious games. Springer International Publishing, Cham, Switzerland (2016)
T.T. Favier, J.A. van der Schee. The effects of geography lessons with geospatial technologies on the development of high school students' relational thinking. Computers & Education, 76 (2014), pp. 225-236,
J. Feng, I. Spence, J. Pratt.Playing an action video game reduces gender differences in spatial cognition. Psychological Science, 18 (10) (2007), pp. 850-855,
L. García-Barrios, J. Cruz-Morales, J. Vandermeer, I. Perfecto. The Azteca chess experience: Learning how to share concepts of ecological complexity with small coffee farmers. Ecology and Society, 22 (2) (2017), pp. 37-48, 10.5751/ES-09184-220237
D. Gibson, Salford student’s life-saving augmented reality app helps flood-prone families. Salford Now. http://www.salfordnow.co.uk/2019/10/22/salford-students-life-saving-augmented-reality-app-helps-flood-prone-families/.
E. Gilsdorf. Board games are back, and Boston's a player: A Golden Age of tabletop games, from nerdy to mainstream, is afoot, Boston Globe (November 28th, 2014). (accessed March 25th, 2021)
C. Girard, J. Ecalle, A. Magnan. Serious games as new educational tools: How effective are they? A meta‐analysis of recent studies. Journal of Computer Assisted Learning, 29 (3) (2013), pp. 207-219,
J. Glass, A.J. Scott, M. Reed, K. Leach, R. Curzon. Public engagement tools: A literature review
Accessed April 3rd, 2020
J.L. Gonzalo Iglesia, N. Lozano Monetrrubio, J. Prades Tena. Evaluando el uso de juegos de mesa no educativos en las aulas: Una propuesta de modelo. Communication Papers: Media Literacy and Gender Studies, 7 (14) (2018), pp. 37-48
Y. Guermond. Geographie humasine et enseignment secondaire. Quelques jalons critiques
L'Espace géographique, 15 (1) (1986), pp. 14-16
P. Haahtela, T. Vuorinen, A. Kontturi, H. Silfvast, M. Väisänen, J. Onali (Eds.), Gamification of education: Cities Skylines as an educational tool for real estate and land use planning studies, Department of Real Estate, Planning and Geoinformatics Aalto University, Aalto, Finland (2015)
P. Haggett. Locational analysis in human geography. Edward Arnold, London (1965)
P. Haggett, R.J. Chorley (Eds.), Models in geography, Methuen & Co. Ltd., London (1967)
J. Hamari, D.J. Shernoff, E. Rowe, B. Coller, J. Asbell-Clarke, T. Edwards . Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54 (2016), pp. 170-179,
M. Hardman. Participlology – project profile: Geogopoly. Accessed April 3rd, 2020
L. Jarvin. Edutainment, games, and the future of education in a digital world. New Directions for Child and Adolescent Development, 147 (2015), pp. 33-40,
L. Keller .The scrambled states of America. Henry Holt, New York (1998)
L. Keller. The scrambled states of America talent show. Henry Holt and Company, New York (2010)
B. Kim. Harnessing the power of game dynamics,1: Why, how to, and how not to gamify the library experience. College & Research Libraries News, 73 (8) (2012), pp. 465-469,
J.T. Kim, W.H. Lee .Dynamical model for gamification: Optimization of four primary factors of learning games for educational effectiveness. T-h. Kim, H-s. Cho, O. Gervasi, S.S. Yau (Eds.), Computer applications for graphics, grid computing, and industrial environment, Springer, Berlin, Heidelberg (2012), pp. 24-32
M. Kim, J. Shin. The pedagogical benefits of SimCity in urban geography education. Journal of Geography, 115 (2) (2016), pp. 39-50
M.J. Marrón Gaite. Juegos y técnicas de simulación. M.J. Marrón Gaite, A. Moreno Jiménez (Eds.), Enseñar geografía: de la teoría a la practica, Síntesis, Madrid (1995), pp. 79-106
M.J. Marrón Gaite. El juego como estrategia didáctica para favorecer el aprendizaje de la geografía. Iber: Didáctica de las ciencias sociales. geografía e historia, 30 (2001), pp. 55-68
M.J. Marrón Gaite. Los juegos de simulación como recurso didáctico para la enseñanza de la geografía. Didáctica geográfica, 14 (2013), pp. 45-55
E. Martín. Los juegos de simulación en EGB y BUP. Universidad Autónoma de Madrid, Madrid (1985)
R. Martínez Cebolla, E. Gómez Cabello, F. López Martín. Aprendiendo Geografía con una IDE didáctica. Los geojuegos de IDEARAGON. Revista Mapping, 26 (182) (2017), pp. 26-36
R. Matley. Articipology - project profile: Queen Mary's grammar school
P (2015)
Accessed April 3rd, 2020
B. Mayer, B.C. Harris. Libraries got game: Aligned learning through modern board games
American Library Association, Chicago (2010)
E. McDonald. Newzoo's 2017 Report: Insights into the $108.9 billion global games market
Accessed April 6th, 2020
J. McGonigal. Reality is broken: Why games make us better and how they can change the world
Jonathan Cape, London (2011)
L. Messely, E. Belmans, E. Kerselaers, E. Rogge, V. Dewaelheyns, et al. Eindrapport IMAGO: Een toolbox voor gebiedsgerichte processen in de open ruimte. (2017), Accessed 10th Jan 2020
Accessed
M. Mewborne, J.T. Mitchell. Carcassone: Using a tabletop game to teach geographic concepts
The Geography Teacher, 16 (2) (2019), pp. 57-67, 10.1080/19338341.2019.1579108
View in ScopusGoogle ScholarMiller and Connolly, 1982
E.W. Miller, G. Connolly. Games in geography: Development in technique. Journal of Geography, 81 (3) (1982), pp. 112-114, 10.1080/00221348208980860
J. Minnery, G. Searle. Toying with the city? Using the computer game SimCity™ 4 in planning education. Planning Practice and Research, 29 (1) (2014), pp. 41-55, 10.1080/02697459.2013.829335
M. Montola, J. Stenros, A. Waern (Eds.), Pervasive games: Theory and design – experiences on the boundary between life and play, CRC Press, Boca Raton, Fla (2009)
R. Moss. From SimCity to well, SimCity: The history of city-building games, ArsTechnica
(2015)
S.D. Newman, M.T. Hansen, A. Gutierrez. An fMRI study of the impact of block building and board games on spatial ability. Frontiers in Psychology, 7 (1278) (2016), pp. 1-9, 10.3389/fpsyg.2016.01278.View in ScopusGoogle ScholarNilsson and Jakobsson, 2011
E.M. Nilsson, A. Jakobsson. Simulated sustainable societies: Students' reflections on creating future cities in computer games. Journal of Science Education and Technology, 20 (1) (2011), pp. 33-50,
S. Papadakis. The use of computer games in the classroom environment. International Journal of Teaching and Case Studies, 9 (1) (2018), pp. 1-25,
T. Pløhn. Pervasive learning: Using games to tear down the classroom walls. Electronic Journal of E-Learning, 12 (3) (2014), pp. 299-311
S. Popp. Das lernspiel im unterricht. Pädagogische Welt. Zeitschrift für Unterricht und Erziehung, 7 (1990), pp. 306-311
M.D. Proctor, Y. Marks. A survey of exemplar teachers' perceptions, use, and access of computer-based games and technology for classroom instruction. Computers & Education, 62 (2013), pp. 171-180, 10.1016/j.compedu.2012.10.022
M. Rey-López, A, Fernández-Vilas, R.P. Díaz-Redondo, A model for personalized learning through IDTV, in: V. Wade, H. Ashman and B. Smyth (eds.) Adaptive hypermedia and adaptive web-based systems. Fourth international Conference: Adaptive Hypermedia, Dublin, Ireland, June 21-23, 2006. Springer, Berlin, pp. 457-461.
R. Reynolds. On guerrilla gardening: A handbook for gardening without boundaries. Bloomsbury Publishing, London (2014)
G.M. Robinson, P. Houston, R. Lang.Maximising the impact of games as effective participative tools: The RUFopoly resource kit. Preliminary report from a workshop held in the Barossa Valley, University of Adelaide,
