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Applicability of serious games to project’s manager competencies assessment literature review

Opas Marcin, Wardaszko Marcin

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

2025

z. 215

409--429

Purpose: Assessing project manager competencies is a complex but essential factor in ensuring project success. Traditional assessment methods may not adequately address project management's dynamic and multifaceted nature. Serious games have shown promise in education and training, providing a realistic, interactive, and risk-free environment to develop and assess skills. However, their application to project manager competency assessment needs to be explored. The research aimed to investigate the current state of serious games used in project management, particularly their role in assessing project manager competencies. Design/methodology/approach: The authors use systematic and classical literature reviews and analyze the current research areas of simulation games adoption for project management, learning goals and skills, and assessment models. The literature review findings are compared to the competence model of the IPMA and analyzed for similarities and differences. Findings: The findings of this research confirm that serious games could be used not only to train but also to assess (certify) the competencies of project managers formally, understood as an assessment of a project manager’s ability to apply knowledge, skills, and abilities in practical situations. Research limitations/implications: The study relies on articles published between 2000 and 2023 and available in English, which may exclude relevant works in other languages or older foundational studies. The selection was limited by the accessibility of articles in specific databases, potentially omitting key contributions from less accessible or alternative sources. The analysis was conducted on only two serious games, which may not represent the full range of serious games available for project management competency assessment. Practical implications: The research suggests that serious game developers should expand the scope of competencies assessed, including behavioral and contextual dimensions, to offer a more holistic evaluation. Social implications: By aligning serious games with international competency models like IPMA, the research supports the development of globally recognized standards for project management skill assessment. Originality/value: The study innovatively uses the IPMA Level C certification process as a benchmark to evaluate the potential of serious games in formal competency assessment. This approach bridges the gap between gamification in learning and formal professional certification standards.