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 today’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 ‘Earth’ 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 ‘system(s) thinking’. 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 ‘system competence’. 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 today’s society are complex.
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