Modifying Board Games in Alignment with State Standards to Develop the Geographic Literacy of Elementary Level Learners

Abstract

Looking at the effects of globalization from numerous perspectives: economic, spatial, cultural, and environmental, it has become abundantly clear that today's students must possess geographic knowledge and associated skills to be prepared for civic life and informed decision-making. However, the current state of geographic proficiency among U.S. youth remains a concern. The amount of geography instruction that students receive, the preparation of their teachers to teach geography, and the quality of instructional materials are inadequate to prepare students for the demands of the modern world. This study intends to contribute to the research literature in geography education using game-based learning to develop geographic literacy. The paper describes the requirements of a game task and provides a sample of the games modified and activities customized by teacher candidates in an aim to develop third-grade students' (8–9 years of age) geographic knowledge and skills, specifically in the area of space and place. The results may be useful for teacher educators, teachers, and board game designers in the elementary geography sphere.

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