This thesis explores the relationship between knowledge and work practices in UK videogames development organisations. The theoretical component of the thesis draws on the organisational studies literature on knowing-in-practice to critique existing approaches to learning in economic geography that remain focused on the transference and acquisition of objectified knowledge across space. An alternative theoretical approach is developed from this knowing-in-practice literature, based on people transforming understanding through collective engagement with their objects of work. The spatiality of this approach is brought out through two conceptual themes: that practiced knowledge is spatially and temporally situated in particular organisational contexts, and collectively enacted but socially and spatially distributed.