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.

Keywords:

• Board games
• standards alignment
• geographic literacy
• elementary level learners
• game modification

Disclosure statement

No funds, grants, or other support was received. The author has no relevant financial or non-financial interests to disclose. Informed consent was obtained from all participants included in the study. The University Research Ethics Committee confirmed that no ethical approval was required.