A Proposed Framework for the Classification of Game-Based Learning in Construction Management

This paper proposes a classification framework for game-based learning (GBL) in construction management (CM) higher education, grounded in a systematic review of the literature. A Scopus search that initially returned 50 results was narrowed to 14 articles for in-depth analysis. The authors sort these studies into three categories, tabletop, digital, and computer-assisted games, and argue that simulation-based games are particularly well suited to the experiential learning demands of construction management education.

The review's central findings distinguish the strengths of each game type. Tabletop games appear most effective for communication-focused objectives, particularly where students already have familiarity with the subject matter. Digital games, by contrast, offer greater realism and complexity and are well suited to building problem-solving skills and introducing new concepts, though they are often single-player. Computer-assisted games better support communication, role-playing, and job training in multiplayer settings. Across all modes, the authors note that development requires substantial resources and that many approaches depend on a human moderator.

The proposed framework organizes these games according to target audience, learning objectives, duration, strengths, and limitations. The literature base spans roughly 2008 to 2022 and draws on empirical studies addressing topics such as lean construction principles, virtual reality design review, and construction bidding simulations, alongside foundational work on experiential learning theory. The scope is centered on higher education in construction management, with the review emphasizing applications that bridge theoretical knowledge and practical professional competence.