A Proposed Framework for the Classification of Game-Based Learning in Construction Management
Keywords:game-based learning, simulation games, construction management, experiential learning, higher education
As the construction industry heads towards the Fourth Industrial Revolution, the gap widens between industry demands and fresh graduate capabilities. Much of this is owed to the traditional Construction Management (CM) pedagogy. Therefore, there is a pressing need for a paradigm shift in our approach towards CM education. As such, to meet both industry demands and student expectations, integrating game-based learning (GBL) can substantially enhance the learning experience for CM students in higher education. Although the body of knowledge recognises Game-Based Learning (GBL) as tools that facilitate active learning in engineering disciplines in general, their utilisation remains limited in construction management. Thus, the aim of this paper is to conduct a systematic literature review of past GBL studies in Construction Management via Scopus database with an attempt to classify these studies into three broad categories: Tabletop games, digital games, and computer-assisted games. First, this paper will explain the key features, strengths, and limitations of each category. Second, this paper will identify the trends in game characteristics, learning objectives, data collection methods, and game evaluation approaches. Finally, this paper will present a classification framework that summarises the findings to facilitate selecting effective GBL strategies for CM higher education. Thus, this study will provide a wide-lens view of the research trends, gaps, and future research recommendations in this field as well as present design parameters for effective GBL integration.