ABSTRACT
This study interrogates the idea of using videogames and game-like virtual worlds as a means to advance studio education pedagogy. Looking at a series of case studies of urban planning courses taught using Second Life, the results describe the potentials, and limits, of this emerging digital media. Key findings are that the virtual worlds provided additional benefits to student learning and engagement through fun and intellectual simulation of play. The virtual world environment allowed students to interact in a novel and unique way, improving upon traditional studio education.
