Abstract
The idea of incorporating digital games in journalism education provides the convenience of experiencing real-time happenings in a virtual world and opens up a new possibility for teaching journalism students. These games have the flexibility of offering different perspectives to students, providing them with a bigger picture and required skill sets. They can assist students in acquiring required analytical reasoning and train students to compile and edit news stories, learn about interview techniques and support the development of empathy and cultural sensitivity, crucial for journalistic expertise. Despite these attributes and their existence for over a decade, digital games have yet to be incorporated as a frequently used pedagogical tool in journalism education. This study explores the existing shape of digital games relevant to journalism, and the reason for their rare use as an educational and training resource.
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