While studies show the value of playing games for exploring complex geographical concepts, much less research considers the value of game construction. Here we present the rationale, methodology and pedagogical affordances of an “intergenerational climate change game” creation assignment that formed part of a 2nd year undergraduate ...
While studies show the value of playing games for exploring complex geographical concepts, much less research considers the value of game construction. Here we present the rationale, methodology and pedagogical affordances of an “intergenerational climate change game” creation assignment that formed part of a 2nd year undergraduate field course to the Isles of Scilly, Southwest UK. During and after the field trip, students and staff reflected on the process and learnings. First, the assignment was effective in consolidating students’ knowledge from various field trip activities and encouraging critical thinking. Students actively engaged in the learning process by playing and appraising their own and each other’s games. They enjoyed the creative and novel approach, which was felt to develop teamwork, soft skills and problem solving. The intergenerational element also developed students’ ability to simplify complex concepts to be understood by older/younger non-expert audiences. We conclude by considering the role of playful methodologies in geography undergraduate field trips, and further applications of our approach.
