Chapter 1 of this thesis provides definitions of terms used. Chapter 2 discusses role-playing, strategy games, and models. Chapter 3 explores the significance of games in child development. Chapter 4 relates the historical development of gaming and simulation. Chapter 5 focuses on advantages of simulations and games in education in terms of such factors as motivation, effects on classroom environment, cooperation, and critical thinking. Chapter 6 cites limitations to simulation and gaming (e.g., the difficulty of adapting games to classroom practice) as well as providing criticism of certain geography games and of games in general. Chapter 7 is an overview of teaching methods employed in games. Chapter 8 examines geography and games in terms of the systems approach, game theory, and aspects of geography suitable for simulations and games. Chapter 9 provides composites of student and teacher questionnaires related to simulation and gaming. Also given are general conclusions, a bibliography, and 3 appendixes (an annotated research survey, descriptions of simulations and games of interest to geographers, and examples of games produced in the United Kingdom with instructions and materials for implementation). (GC)