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Abstract Abstract This paper introduces SimCity 2000, a popular computer simulation model, as a tool for teaching urban geography concepts. Situated within a more traditional class format, this software can enhance computer literacy, geographical knowledge, and critical skills. The dynamism and visual refinement of the software add to the entertainment value of attempting to effectively guide a city's development. These strengths of the program also facilitate learning about the complex, dynamic, and interrelated nature of urban problems. Students are highly motivated to use the software because of its game-like aspects, yet after using the program they report attitudinal learning in the form of a greater appreciation of the role of urban planners, designers, and policy-makers. Instructors should consider how to accommodate different levels of previous experience with the software, particularly in relation to a gender-based dichotomy that is indicated by this study. In addition, instructors should consider how to respond to the more critical response of students who have a stronger background in geography and urban studies. Key Words: simulation modelgeographic educationurban geographymultimediaSimCity 2000
Paul C. Adams (Sun,) studied this question.