The purpose of this paper is to explore the potential of Minecraft’s game environment for urban planning with older and younger children in a public school in Tirol town, Brazil. Minecraft is employed as an innovative tool to tackle the present lack of engagement and involvement of key societal actors such as children and young people in urban planning. Thus, how can games support children to co-design their future city? Which heritage values do they represent graphically in the game environment? Geogames are games that provide a visualization of a real spatial context and in this study, Minecraft is the tool which we use to explore youth engagement. We designed two experiments, which tested Minecraft as a geogame environment for engaging young people in urban planning. These experiments were conducted with children, who emerged as active emancipated actors to bring their values to the planning practice. The playtesting results revealed the potential of Minecraft to keep children engaged in the design workshop, as well as their relevant ludic ability to co-create walkable, green, and interactive places. New research questions arose about the potential of creating a culture of planning among children in order to motivate other social actors to share responsibilities for sustainable development and management.

Digital technology has shaped the way humans interact with information and create knowledge. These conditions have in turn shaped a generation of people who experienced virtual environments very early in their lives and are often referred to as digital natives. This group of people has a particular way of communicating and interacting. It characterizes their affinity spaces and the many experiences with virtual worlds and digital games. In digital games, the separation between entertainment and learning is becoming less pronounced. Many game titles have been used for educational purposes. An iconic example is Minecraft, which has been used formally in some schools to teach topics on the environment. However, studies on formal topics in Geography are conspicuously absent, and we therefore selected Minecraft to understand how digital natives learn about Geography given the character of its virtual environment. To this aim, we developed a learning task scenario for global climate zones. The scenario was tested in two pilot studies with two different groups of participants. The results indicate that participants already share some degree of knowledge about the game environment, despite differences within the digital native group. Using the results of several pilot studies, we discuss the design choices to engage players in the game’s learning activity.

Digital tools, especially games, are increasingly important for enabling citizen participation in urban planning. Among these, Minecraft has been widely utilized to engage children, leveraging its virtual environment to represent geospatial data. However, systematic methods for collecting and analyzing player-generated data within Minecraft remain underexplored. Playful Participatory Planning System (P-PPS) framework that transforms player actions (e.g., building, removing, planting) within Minecraft, using OpenStreetMap (OSM) data to create game environments, back into geospatial data for analysis. The framework’s applicability was demonstrated through two case studies, one with 58 schoolchildren and 18 adults in Ireland. The results reveal that schoolchildren, while highly engaged, demonstrated a high density of actions within limited areas, suggesting a need for guidance on spatial distribution and ecological considerations. In contrast, adults prioritized the urban context and exhibited greater spatial consistency in their actions. Challenges emerged in managing online interactions, emphasizing the need for clear guidelines and moderation strategies. This research demonstrates the potential of Minecraft as a platform for participatory urban planning, exploring its use as a collaborative immersive mapping tool.