Game industry is increasing and developing its possibilities by creating new trends, making it more attractive for users and offering way more than just a spending-time activity.  This bachelor thesis presents a brief study about games which are designed and based on real geographical places. This study argues the question about playing games created after real cities and if this can attract gamers to the real destination which a particular game is based on. The aim of this paper is to see if there is a link between tourism and game industry. The methods used for this study are qualitative, in form of interviews, as well as quantitative. The quantitative study is performed with a survey answered by players, and what effect that has on the user experience, both in the game, but also in visiting real destinations. To find out this particular issue, questions about user experience were asked in aim to find out what provokes the desire to visit the physical location. By analyzing collected data, it has come to a conclusion that players are positively affected by the fact that the game they are playing is based on real geographical places.  This conclusion is based on players answers which are reflected by the fact that game felt more real, but also that players took different decision for visiting places during their stay at the destination, which they probably would not do if they did not play those particular games. / Spelbranschen expanderar allt mer från år till år och skapar nya trender. Speciellt nu när spel erbjuder så mycket mer än bara tidsfördriv blir spelandet allt mer attraktivt.  Denna kandidatuppsats presenterar en undersökning av spel som är utformade efter en verklig plats, och om de på så sätt lockar spelaren att besöka den riktiga platsen. Syftet är att se om det finns en koppling mellan turismnäringen och spelbranschen. De metoder som används är både kvalitativa, i form av intervjuer, samt kvantitativa. Den kvantitativa studien genomförs med en enkätundersökning riktad till spelare, och vilka effekter det får på användarens upple-velse, både i spelet men även vid ett eventuellt besök på den verkliga platsen. För att ta reda på detta ställs frågor som rör användarens upplevelse av platsen som spelet är utformat i, och i vilken mån det framkallar en vilja att besöka den fysiska platsen.  Genom analys av den insamlade datan har man kommit till en slutsats som visar att spelaren påverkas i positiv mening av att spelvärlden existerar i verkligheten. Detta visar sig både ge-nom att spelet upplevs mer verkligt, men också att spelaren tar andra beslut på destinationen, än den hade gjort om hen inte spelat.

This study intends to examine on how teachers relate to digital games as a teaching method in the subject of history. In the study, five history teachers were interviewed with the aim of getting answers on the extent to which history teachers use digital games, what opportunities and difficulties they see with digital games in history teaching and whether one can benefit from digital games to increase students' history awareness. According to the results, there are many similarities with the previous research, especially when it comes to disadvantages. The respondents mainly mention the lack of time and knowledge about digital games. Just like research, they mention that larger commercial games are not adapted to be implemented in history teaching but are created as leisure activities and for entertainment. Smaller digital games such as Kahoot are used today with the argument that they are easier and do not need very long planning time. However, there are exceptions in the informants' answers, where a history teacher has used the commercial game Assasins´s Creed, but not for the purpose of the students playing the game. Instead, the teacher has used the game because of its richness of detail, as the teacher believes that this story game is in many cases a better contrast to reality than most documentaries and feature films. It also, according to this respondent, creates a clearer historical awareness among the students. The interviewees all agreed that if a history game is to be applied in today's history teaching, a certified material is required, as well as game-developers who create history games linked to the national curriculum.