Abstract:

Game-Based Learning (GBL) has emerged as a promising pedagogical approach in construction project management (CPM) education, offering interactive and experiential environments to strengthen both technical and soft skills. However, the effectiveness, scope, and alignment of GBL strategies with CPM competencies remain insufficiently examined. This systematic review evaluated the current use of GBL in developing competencies in project management education, and particularly in CPM, focusing on identifying which competencies and game-based approaches are most frequently addressed, the learning assessments employed, and the challenges associated with implementing GBL. The review followed a five-step process: formulating research questions, cataloging relevant articles, assessing the quality of the literature, synthesizing findings, and acknowledging methodological limitations. Data were synthesized from 47 studies published between 2007 and 2025. The results identify the technical and soft skills that are essential for CPM and how these competencies have been addressed through simulation games, serious games, and gamified scenarios. This study can contribute to identifying which gamified methods may be more suitable for CPM and help educators and trainers implement enhanced engagement and motivation practices.

Keywords:

Game-Based Learning, competences, Construction Project Management.