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            <title xml:lang="en">Playing in the Classroom with a Virtual Globe for Geography Learning</title>
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                <forename type="first">Eric</forename>
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                <editor>T. Jekel</editor>
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                <editor>K. Donert</editor>
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              <p>This paper describes an empirical research about the uses of a  virtual globe  for geography learning in lower secondary school. It aims at discussing the roles that a virtual globe, such as Google Earth, can take  for elaborating a didactical  setting  in order to implement a pretend  game.  The  game,  based  on  a  real  project  in  the  north  of  France,  consists  in  a  study about land  use  planning.  The  students  have  to  argue  about  their  choices  according  to  the role that they play. The uses of the virtual globe take place during different steps of the game. (1) The students can access to information about their role and the rules of the game. (2) They can visualize and gather different data about the project. (3) They create their own set of data in order to argue their point of view. (4) They use the virtual globe to communicate with others paricipants. The  research  questions  focus  on  different  aspects of  the  impacts  of  the  uses  of  the  virtual globe  during  the  learning  process.  According  to  the  idea  that  the  activity  of  the  player/learner is driven by exploration and discovery (Ahuja, Mitra, R, &amp; M, 1995), one of the questions deals with the level of implication of students and their awareness about their role and  the  problem  to  solve.  We  also  address  the  question  of  the  relevance  of  the use  of  a virtual globe to cope with the complexity of the project. Therefore, we examine the value of Geotechnologies for implementing Game-Based-Learning situations in the classroom</p>
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