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This paper reviews the use of games in geographical teaching, including prior to the emergence of computer-based (digital) games. The growing popularity of ‘serious games’ and ‘edutainment’ is addressed, focusing on their perceived advantages in classroom-based teaching. The blurring between digital games for educational purposes and games primarily for entertainment is discussed, reflecting on the popularity of SimCity and the potential of these games for learning about urban planning. This analysis champions games enabling students to play different roles and produce realistic ‘real life’ outcomes. Two examples of non-digital board games, Participology and Geogopoly, illustrate how role play broadens students' understanding of planning and human geography.
Robinson et al. (Fri,) studied this question.
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