Contemporary cities and metropolises, as complex spatial and social structures, require innovative tools for promotion, education, and the identification of development potential. The search for such tools prompted the authors to conduct the research. This article attempts to assess the effectiveness of urban and metropolitan games as tools of territorial marketing and as means of supporting spatial education and social participation. The research is based on the analysis of 42 games with urban and metropolitan themes, selected according to defined criteria. Both qualitative and quantitative research methods were applied, including documentation analysis, comparative analysis techniques, statistical methods, case studies, and coding of games across seven parameters (dimensions), using five descriptors (coded 1–5) per parameter. The research results indicate a high diversity among the analyzed games in terms of structure, function, and application. The proposed typology of games allowed for an in-depth, systematic comparison. The identification of five typological clusters allowed for an assessment of the advantages and limitations of individual game forms. This provided data on the suitability of individual game types for various purposes, including their application in territorial marketing and urban education. The findings confirm that urban and metropolitan games can play a significant role in building spatial awareness, supporting planning processes, and promoting urban areas. They represent an innovative tool supporting the sustainable development of cities and metropolises, particularly in the areas of resident engagement in decision-making processes, collaboration between authorities, residents, and non-governmental organizations, planning with consideration for future generations, as well as fostering—even among the younger generation—a sense of shared responsibility for urban space and the decisions undertaken.

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.