The original impetus to use games and simulations in geography is traced back to philosophical shifts in the subject in the 1960s that were allied to general interest in new pedagogical movements. Using Britain as the main focus, five discernible stages are identified in the use of games and simulations in geography over the past 25years: genesis, dissemination, development and refinement, accustomation and integration, and acceptance and stabilisation. A future likely increase in computer-led simulations is noted, together with the need to develop major evaluative studies.
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