In recent years, scientific research has increasingly recognized the unique characteristics of games and their potential to facilitate the learning process across various disciplines. Both digital and analog games have been studied for their effectiveness in fostering experiential learning and skill acquisition. While digital games have been extensively investigated in this regard, there is a growing interest in analog games, specifically table-top board games. Educational geoscience games have emerged as a popular tool to involve and motivate students to learn about complex subjects. Incorporating games into teaching methodologies has been shown to enhance material retention and develop problem-solving skills among students. Here, we assess the effectiveness of a geoscience board game about fluvial and landscape processes in comparison with a more traditional approach to teaching an introductory geology lab session. After playing the game, students, teaching assistants, and teachers responded to an online survey to identify knowledge and attitudes toward the learning material and board game. Preliminary results show that students, teaching assistants, and teachers believe the game helped improve retention of material by reinforcing concepts discussed in the lab and corresponding lectures. Teachers also indicated increased in-class student discussion and participation. However, teachers' and teaching assistants' responses indicate that they believe this game is most appropriate as part of a scaffolded assignment, and therefore may not be suitable to fully replace a traditional introductory geology lab session.