GBL in Urban Planning Education: Case Studies of Metropoli and Katopolis Games

Abstract

Game-Based Learning (GBL) is becoming an increasingly promising approach in urban education, particularly for teaching about complex urban or metropolitan structures and spatial relationships. This approach enables an engaging exploration of how a city or metropolis functions, combining analytical and intuitive thinking and allowing participants to test various spatial scenarios in a safe environment. In architecture and urban planning, GBL can effectively support the development of spatial awareness and the ability to interpret urban systems, providing a valuable complement to traditional teaching methods. This article presents case studies of two educational games as learning support tools – Metropoli and Katopolis. These games use card and board game mechanics to introduce key urban planning terms such as city structure, functional layout, transport links, the location of public spaces, and territorial development strategies. Both games function as simplified representations of urban systems, allowing players to explore the consequences of planning decisions by manipulating spatial elements and making strategic choices. Additionally, the games allow participants to examine alternative spatial configurations and observe how their decisions influence overall urban form, thereby supporting learning through experimentation, comparison, and analysis. Research conducted during a series of educational workshops using the Metropoli game, involving school and university students, indicates that GBL supports active learning, increases engagement and develops spatial awareness. It was noted that the game helped to better illustrate the structure of the city, the interdependencies between functions, and the impact of spatial decisions on the quality of the urban environment, as well as facilitating participants’ own interpretations of urban phenomena and discussion of alternative solutions. The findings suggest that educational games can become a valuable complement to traditional teaching methods and serve as a useful tool to support education in architecture and urban planning. The article identifies potential directions for further development of GBL approach in urban education and provides recommendations for integrating games into the academic programme and participatory workshops, emphasising their potential for developing analytical and strategic skills as well as teamwork abilities.