The integration of sustainability into architectural education is critical to preparing future architects for real-world challenges in urban development. This study explores the potential of gamified learning, specifically through the city-building simulation game SimCity, as an innovative pedagogical tool to bridge the gap between theoretical understanding and practical application of sustainable urban planning concepts. SimCity’s game mechanics engage students in real-time decision-making involving resource management, infrastructure planning, and environmental sustainability. By simulating complex urban systems, students develop essential competencies, such as strategic thinking, problem-solving, and systems thinking, fostering a deeper comprehension of sustainability principles. A mixed-methods approach was employed to evaluate the effectiveness of SimCity in a Bachelor of Architecture program. Thirty-two students from the 2020 cohort participated in this semester-long study, engaging with the game for 30 minutes daily. Weekly peer feedback sessions, facilitated through social media, were used to monitor progress and encourage collaboration. Comparative analysis between pre- and post-engagement assessments revealed an average improvement of 26.36% in students’ understanding of sustainable urban planning, with 87.5% of participants showing increased engagement and timely completion of assignments. Notably, 81.25% successfully applied their in-game learning to studio design projects, demonstrating the real-world applicability of the skills gained.

Architecture education, gamification, pedagogy, SimCity, sustainable urban planning, curriculum innovation

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1. Landers RN. Developing a theory of gamified learning: Linking serious games and gamification of learning. Simulation & gaming. 2014 Dec;45(6):752–68.
2. Hamari J, Shernoff DJ, Rowe E, Coller B, Asbell-Clarke J, Edwards T. Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in human behavior. 2016 Jan 1;54:170–9.
3. De Freitas S, Oliver M. How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? Computers & education. 2006 Apr 1;46(3):249–64.
4. Gee JP. A sociocultural perspective on opportunity to learn. Assessment, equity, and opportunity to learn. 2008 Jan 1:76–108.
5. Sweeney LB, Sterman JD. Bathtub dynamics: initial results of a systems thinking inventory. System Dynam Rev J System Dynam Soc. 2000 Dec;16(4):249–86.
6. Prensky M, Berry BD. Do they really think differently. On the horizon. 2001 Dec;9(6):1–9.
7. Oblinger DG. The next generation of educational engagement. JInteractive Media Education. 2004 May 21;2004(1):10.
8. Kolb B. Functions of the frontal cortex of the rat: a comparative review. Brain research reviews. 1984 Nov 1;8(1):65–98.
9. McGonigal J. Reality is broken: Why games make us better and how they can change the world. Jonathan Cape. 2011.
10. Auster ER, Wylie KK. Creating active learning in the classroom: A systematic approach. J Manag Edu. 2006 Apr;30(2):333–

The integration of sustainability into architectural education is critical to preparing future architects for real-world challenges in urban development. This study explores the potential of gamified learning, specifically through the city-building simulation game SimCity, as an innovative pedagogical tool to bridge the gap between theoretical understanding and practical application of sustainable urban planning concepts. SimCity’s game mechanics engage students in real-time decision-making involving resource management, infrastructure planning, and environmental sustainability. By simulating complex urban systems, students develop essential competencies, such as strategic thinking, problem-solving, and systems thinking, fostering a deeper comprehension of sustainability principles. A mixed-methods approach was employed to evaluate the effectiveness of SimCity in a Bachelor of Architecture program. Thirty-two students from the 2020 cohort participated in this semester-long study, engaging with the game for 30 minutes daily. Weekly peer feedback sessions, facilitated through social media, were used to monitor progress and encourage collaboration. Comparative analysis between pre- and post-engagement assessments revealed an average improvement of 26.36% in students’ understanding of sustainable urban planning, with 87.5% of participants showing increased engagement and timely completion of assignments. Notably, 81.25% successfully applied their in-game learning to studio design projects, demonstrating the real-world applicability of the skills gained.

Architecture education, gamification, pedagogy, SimCity, sustainable urban planning, curriculum innovation

🔒 This is a subscription article

Full text is available to subscribers and institutional members. Please choose an option below to access it.

1. Landers RN. Developing a theory of gamified learning: Linking serious games and gamification of learning. Simulation & gaming. 2014 Dec;45(6):752–68.
2. Hamari J, Shernoff DJ, Rowe E, Coller B, Asbell-Clarke J, Edwards T. Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in human behavior. 2016 Jan 1;54:170–9.
3. De Freitas S, Oliver M. How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? Computers & education. 2006 Apr 1;46(3):249–64.
4. Gee JP. A sociocultural perspective on opportunity to learn. Assessment, equity, and opportunity to learn. 2008 Jan 1:76–108.
5. Sweeney LB, Sterman JD. Bathtub dynamics: initial results of a systems thinking inventory. System Dynam Rev J System Dynam Soc. 2000 Dec;16(4):249–86.
6. Prensky M, Berry BD. Do they really think differently. On the horizon. 2001 Dec;9(6):1–9.
7. Oblinger DG. The next generation of educational engagement. JInteractive Media Education. 2004 May 21;2004(1):10.
8. Kolb B. Functions of the frontal cortex of the rat: a comparative review. Brain research reviews. 1984 Nov 1;8(1):65–98.
9. McGonigal J. Reality is broken: Why games make us better and how they can change the world. Jonathan Cape. 2011.
10. Auster ER, Wylie KK. Creating active learning in the classroom: A systematic approach. J Manag Edu. 2006 Apr;30(2):333–