Introduction:
As part of the course unit “Urban Mobility Engineering,” the video game MoviCity: A Sustainable Urban Mobility Management Simulator was developed. This educational tool was designed to help students dynamically and practically understand the challenges modern cities face in transportation and urban planning. The game was conceived as a didactic strategy to be used within an educational institution, with the goal of applying theoretical knowledge in a virtual environment that simulates real-life scenarios.
Throughout the video game, the player assumes the role of an urban planner and makes key decisions related to transportation types, public space distribution, route design, and the city’s sustainability. Each choice impacts the environment, economy, and quality of life of the virtual population, encouraging reflection on the importance of inclusive, efficient, and sustainable mobility.

Objective:
To develop a comprehensive understanding of the principles of sustainable urban mobility through the simulation of urban scenarios in the video game MoviCity, allowing students to apply decision-making in areas such as territorial planning, public transportation, road infrastructure, and urban space usage, with the aim of promoting more efficient, equitable, and sustainable city models.

Methodology:
The experience took place over the course of a semester, within the learning unit focused on urban mobility. From the beginning, an active approach was proposed, where students were not only expected to study theoretical concepts, but also to put them into practice in a somewhat unconventional way.
The activity was structured in three phases:
- Phase One began with a collective analysis of common issues found in contemporary cities.
- Phase Two introduced a series of exercises requiring students to apply technical, ethical, and social criteria to decision-making processes.
- Phase Three involved students recording their progress, observations, and outcomes across the different scenarios presented.
As the semester progressed, the tool—whose purpose was to go beyond traditional classroom methods—began to gain prominence. This approach helped maintain student engagement and foster consistent participation, as they gradually discovered the real impact of their urban planning decisions.

Results:
The implementation of the MoviCity video game within the course unit yielded highly positive results, both in terms of the teaching-learning process and student engagement. From the very first sessions, a significant increase in student interest and motivation regarding urban mobility and territorial planning topics was observed. The use of the simulator provided a clearer, more experiential understanding of the complexity involved in designing a balanced, inclusive, and functional city.
During final assessments, over 90% of students expressed that the video game helped them connect theory with practice in a clearer and more engaging way. They also noted that the activity allowed them to develop skills such as strategic decision-making, teamwork, and long-term planning. MoviCity thus established itself as an innovative and effective tool for active learning within the Unidad Profesional Interdisciplinaria de Energía y Movilidad (UPIEM).

Keywords: Urban, mobility, simulator, sustainable, accessibility, connectivity, video game.