From Games to Consequences: Scaffolding Professional Accountability through Game‑Based Learning and High‑Fidelity Simulation

Abstract

Game‑based learning (GBL) is widely used in higher education to introduce complex professional concepts through low‑risk, engaging activities. While its motivational benefits are well established, a persistent challenge remains: how to design learning pathways that extend the strengths of games into high‑stakes contexts where learners must demonstrate credible, profession‑ready performance. This paper addresses that challenge through a case study of a master 's-level International Project Management programme that intentionally scaffolds learning from low‑stakes serious games to a high‑fidelity, performance‑oriented simulation. In the first phase, analogue and digital games are used as conceptual springboards to support shared understanding of planning, risk, governance, and ethical dilemmas. In the second phase, students transition into a six‑week commercial‑style simulation, adopting formal project roles and delivering an international project under strict evidential and assessment constraints. Drawing on portfolio analysis, a PRME‑aligned survey, and documentary evidence, the paper shows how this progression supports deeper professional accountability, reflective control, and responsible decision‑making without sacrificing engagement. For GBL practitioners, the study offers a transferable design pattern for bridging low‑ and high‑stakes learning environments. This study contributes to games‑based learning research by evidencing how deliberately escalating stakes—from low‑risk games to high‑fidelity simulations—supports the transfer of game‑based insight into accountable, profession‑ready practice.