Abstract
This paper evaluates the impact of a collaborative gamification approach designed to help university students better understand and retain abstract content in geological and climatic history. Inspired by the board game Timeline, the activity required students to physically organize themselves to represent a chronological sequence of key geological and climatic events. Conducted within a first-year physical geography course, the intervention was tested by comparing learning outcomes between an experimental group engaging in this gamified activity and a control group receiving traditional lecture-based instruction. Results show that students in the gamified group performed significantly better on assessments administered one week and one year after the intervention, indicating both immediate and sustained benefits. These findings suggest that physically interactive, collaborative learning activities can meaningfully enhance student engagement and comprehension, especially when dealing with complex temporal concepts typically perceived as abstract or tedious. The approach provides educators with an accessible, effective technique to enrich classroom practice in physical geography education.
Recommended Citation
Fraile-Jurado, Pablo
(2025)
"Gamification and Collaborative Learning in Physical Geography: Teaching Geological History in Higher Education,"
The Geographical Bulletin: Vol. 66:
Iss.
1, Article 3.
Available at:
https://digitalcommons.kennesaw.edu/thegeographicalbulletin/vol66/iss1/3