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In this study, a diary was developed and used by students to reflect on digital games in geography lessons. The students’ reflection results, through the use of the diary, were compared with reflections without instructional guidance. These results show a significant improvement in reflection through the use of the reflection diary compared to a previous study. Through the combination of lessons, play phases, and the reflection diary, a learning arrangement that enables in-depth reflections at different levels of reflection was created. The medium plays a decisive role by taking the pupils out of their role as players and enabling a critical distance to the game. With the help of the reflection diary, students should be able to better reflect on the game. The reflection diary is integrated into the lessons. It also shows that subject-specific lessons are indispensable for reflecting on the gaming experience in order to counteract subject-specific misconceptions.

The present study investigates the influence of peer coaching on the depth of reflection on the content of digital games in geography education. The results show that the combination of a reflection diary and reflection coaching in the debriefing session significantly increases the depth of reflection at different levels. In particular, students were able to formulate more precise and critical statements at the level of comparison between the game world and reality, as well as at the level of self-reflection. Working in tandem and targeted questions from the trainers proved to be key success factors in promoting depth of reflection. The study shows the importance of combining written and oral reflection after using digital games and provides impetus for integrating digital games and reflection methods into the classroom.