van den Boomen, and many others. I would like to especially thank Joost Raessens and Sybille Lammes who, next to being wonderful colleagues and fellow adventurers in the study of digital games and play, were so kind to provide feedback during the final phase of the writing process. Another proofreader I must thank for his thoroughness on short notice is Michael Katzberg. I would also like to show my appreciation to the students I have had the pleasure of teaching in courses in game studies and beyond for interesting discussions and inspiring insights.

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This paper explores the notion of cheating in location-based mobile applications. Using the popular smartphone app Foursquare as main case study, I address the question if and how devious practices impact the boundaries between play and reality as a negotiated space of interaction. After establishing Foursquare as a prime example of the gamification phenomenon and pervasive gaming, both of which require us to rethink notions of game and play, I will argue that cheating in location-based mobile applications challenges not just the boundaries of play, but also of playful identity.

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Simulation games, as a method of playful learning, have been used for more than 70 years in various disciplines with the economy as a leading application field. Their development has been tied with advances in computer science, and nowadays, hundreds of simulation games exist. However, simulation games are not just useful for encouraging disciplinary knowledge production; they also promise to be effective tools for interdisciplinary collaboration. To further explore these promises, we report on the design and playing of a simulation game on the boundary of geoinformatics and business and economics; an interdisciplinary field we have termed Spationomy. Within this game, students from different disciplinary (and cultural) backgrounds applied their knowledge and skills to tackle interdisciplinary problems. In this paper, we also analyze students’ feedback on the game to complement this aspect. The main goal is to discuss the design process that went into creating the game as well as experiences from play sessions in relation to this increase of interdisciplinary knowledge among students. In the end, we present a new gaming concept based on real-world data that can be played in other interdisciplinary situations. Here, students´ feedback on individual features of the game helped to identify future directions in the development of our simulation game.