The use of games in class had a particularly positive learning effect on these types of students-an example of which is the development of an understanding of historical events, and their spatial contexts through playing Civilization III. One benefit is engaging students who are less successful in traditional learning environments because they prefer вЂњto develop understandings through building, tinkering, or more direct experiencesвЂќ (p. Many studies on video games have attested an additional value of this medium in education. State of Research: Games in Educational Contexts Theoretical Basis and Model Conception 2.1. Ultimately, the aim is to group games according to the extent that they require systemic thinking from their players. This model is used to investigate the complexity of the in-game systems in a selection of games. The main questions we strive to answer are: Do digital games provide the requirements necessary for the development of geographical systems thinking and competence? How complex are their modelled systems, and how do the games differ with respect to their complex game design? Are there groups of games that are more suitable for acquiring geographical system competence than others? Therefore, following an outline of current research on the use of games in learning contexts and system understanding in geography, we will deliver a model of complex systems in games. In the course of this study, the virtual systems in a broad selection of strategy and simulation games are analyzed to determine whether gaming can complement geography education for gaining system competence. Digital games, many of which now include complex systemic issues, such as climate change, migration, urban development, and resource usage, may be able to fill in this gap-in case they are simulating systems which are complex enough to foster systems thinking. Thus, current socio-ecological challenges are not regarded in their integrity with little focus on interconnection and controversy and a lack of a multi-perspective approach, all of which are indispensable to build system competence. However, as many subject matters in geography textbooks for pupils are covered by a mere double page, analyzing the complexity of these topics, identifying interconnections between problems and discussing spatiotemporal dynamics is given little, if any, time in class. Geography (as a school subject) is predestined to impart a systemic competence connected to the complex problems of todayвЂ™s society, with worldwide socio-ecological challenges being major topics in geography classes. In geography education, complex systems and system competence have a special significance, as the discipline is centered around interrelations between physical subsystems of the main complex system of вЂEarthвЂ™ and its respective human-geographic subsystems. This understanding of complex systems is gaining an increasing amount of attention, such as through the efforts to implement the Sustainable Development Goals, in the context of education for sustainable development, or in a general attempt to tackle the problems of our century. The way of thinking required from systemically competent people is termed вЂsystem(s) thinkingвЂ™. More precisely, system competence can be defined as the ability to identify, comprehend, describe and model a complex part of reality as a system regarding its organization and behavior, and to base predictions, as well as measures for regulation and usage of the system on this cognition. As a basis to foster maturity in these fields, a competence in analyzing the dimensions of complex systems and including them into problem-solving strategies needs to be developed, known as вЂsystem competenceвЂ™. Dealing with global phenomena, such as climate change, migration, and the reasonable handling of resources or problems associated with city development, requires an understanding of the underlying systems with consideration of all their elements, interrelations, and dynamics. The challenges in todayвЂ™s society are complex.

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