This paper presents the development of a game-based learning module for teaching risk management,

modelled on the traditional board game Snakes and Ladders. The aim is to transform a simple and familiar

game into an innovative educational tool that engages learners in understanding and applying the fundamental

experiential format emphasizes active learning by encouraging players to move beyond theoretical knowledge

and directly apply decision-making skills in simulated contexts. The interactive design fosters critical thinking,

problem-solving, and collaborative discussion among participants, ensuring that abstract concepts are

reinforced through practice and reflection. By gamifying the learning process, this innovation addresses

limitations of traditional lecture-based instruction, making complex processes more engaging, accessible, and

easier to retain. The use of a familiar game structure lowers entry barriers, motivates participation, and creates

a dynamic environment for sustained learning. Ultimately, this game-based module demonstrates the potential

of playful pedagogy in enhancing comprehension of risk management principles and equipping learners with

transferable skills relevant to both academic and professional settings.

game contexts (Ofosu-Ampong, 2020; Ortiz-Colón, Jordán, & Agredai, 2018), provides an alternative by

embedding learning in playful environments that improve motivation and comprehension. This gap highlights

the need for innovative tools that simplify abstract concepts, enhance motivation, and provide learners with

practical and memorable experiences.

Gamification in education has received increasing scholarly attention as a pedagogical strategy to enhance

engagement, motivation, and learning outcomes. Deterding et al. (2011) first formalized the concept, defining

gamification as the use of game elements in non-game contexts. Since then, research has documented its

impact across diverse domains including business, health, and engineering education (Ofosu-Ampong, 2020;

Ortiz-Colón, Jordán, & Agredai, 2018).

Gamification is also strongly connected to collaborative learning. Multiplayer and team-based formats foster

communication, negotiation, and shared problem-solving, which are particularly relevant for professional

fields such as project management and organizational studies (Domínguez et al., 2013). By embedding social

interaction, gamification not only facilitates individual learning but also mirrors real-world group dynamics.

However, the literature also highlights potential challenges. Biryukov et al. (2021) caution that poorly designed

gamified tools can oversimplify complex content, reducing educational value. Additionally, van Roy and

Zaman (2018) argue that the motivational effects of gamification may diminish over time if novelty is not

sustained, suggesting the need for adaptive and evolving designs.

Within risk management education, gamification remains underexplored. While simulations and case studies

are widely used, few studies have examined the use of simple board-game metaphors to contextualize risk

and uncertainty, thereby simplifying complex concepts for learners. Third, the project aims to enhance learner

engagement, knowledge retention, decision-making, and collaboration, leveraging gamified interactions to

foster both cognitive and practical skills (Wouters, van Nimwegen, van Oostendorp, & van der Spek, 2013;

Johnson & Johnson, 2009). Finally, the module seeks to explore commercialisation pathways, including

integration into academic programs, corporate training, and professional development platforms (Wilk

Oliveira, Bittencourt, Isotani, & Jaques, 2023).

The methodology adopted for this study was organized into three interconnected phases—design and

development, implementation, and evaluation—to systematically address the four stated objectives. These

objectives were: (1) to develop an interactive gamified learning module that conveys risk management

The Snakes and Ladders framework was adapted as the central pedagogical metaphor. Ladders symbolized

opportunities and proactive decision-making, snakes represented failures in risk mitigation, and dice rolls

reflected the inherent role of uncertainty in organizational contexts. This adaptation served to simplify complex

theoretical concepts and translate them into tangible, interactive experiences, thereby operationalizing

Objective.

To ensure alignment with real-world applicability, risk-related scenarios were embedded at key points on the

Game mechanics were then refined to balance elements of chance with deliberate choices. Rule sets, scenario

cards, and debriefing prompts were designed to scaffold learning while maintaining learner engagement.

Supplementary materials were developed to ensure theoretical principles were consistently reinforced through

gameplay, further advancing Objective 3.

learning environment, addressing Objectives 1, 2, and 3.

Gameplay was structured around team-based participation, with learners grouped to encourage

communication, negotiation, and shared decision-making. This format not only aligned with established

principles of collaborative learning [(Domínguez et al., 2013)] but also directly advanced Objective 3 by

fostering engagement and interpersonal skills.

During gameplay sessions, participants rolled dice, advanced on the board, and engaged with scenario prompts

examined their decisions, outcomes, and group dynamics. These discussions allowed learners to consolidate

theoretical knowledge while linking game experiences to real-world organizational contexts [(Anderson &

Lawton, 2009)], thereby strengthening knowledge retention and decision-making capacity in line with

Objective 3.

intended learning outcomes and examining its potential for wider application, directly addressing Objectives 3

and 4.

Learner feedback was collected through post-session surveys and focus groups to evaluate perceptions of

engagement, enjoyment, and conceptual clarity. In parallel, observational data were recorded to assess

collaborative interactions, negotiation skills, and problem-solving approaches, providing qualitative insights

into skill development [(Wouters et al., 2013; Johnson & Johnson, 2009)].

Knowledge retention and decision-making improvements were measured through pre- and post-session

enhance both theoretical understanding and practical application, thus addressing Objective 3.

Finally, the findings were synthesized to explore commercialization pathways. This included assessing the

pedagogical benefits aligned with contemporary approaches to experiential and gamified learning. One of the

Second, the game format contributes to stronger knowledge retention. By linking risks and opportunities to

concrete and memorable in-game events, learners are more likely to recall and transfer abstract concepts into

practice. Prior studies highlight how interactive simulations and games improve long-term retention compared

to traditional didactic methods (Wouters et al., 2013).

Third, the gameplay environment facilitates practical decision-making skills. As players confront simulated

risk–reward trade-offs, they practice critical thinking and judgment within a safe, low-stakes setting. This

aligns with evidence that game-based learning environments provide effective training grounds for developing

strategic decision-making competencies (Anderson & Lawton, 2009).

Finally, the use of Snake and Ladder in a group format fosters collaborative learning. Team-based play

encourages communication, negotiation, and shared problem-solving, mirroring professional risk management

environments. Gamified group tasks have been shown to strengthen peer learning, teamwork, and social

interaction (Johnson & Johnson, 2009).

Taken together, these benefits demonstrate the value of gamification as a pedagogical tool for translating

Despite its potential, gamification in risk management education is not without limitations. Oversimplification

of concepts risks trivializing the seriousness of risk management. Effective integration requires careful

instructional design and teacher preparedness to maintain a balance between playfulness and rigor (Biryukov et

al., 2021). Additionally, while gamification may initially enhance motivation, research indicates that novelty

effects may diminish over time, necessitating iterative design improvements to sustain learner engagement

sector-specific requirements or organizational contexts. Third, the framework lends itself to e-learning

platforms, enabling online and blended delivery models that enhance accessibility and scalability (Wilk

Oliveira, Bittencourt, Isotani, & Jaques, 2023). Finally, the module has potential as a consultancy tool, offering

organizations a practical means of assessing team decision-making and collaboration under simulated risk

scenarios (Biryukov, Denisova, & Lugmayr, 2021)

The novelty of this project lies in adapting a simple childhood game into a professional learning tool for risk

management. Its simplicity, cultural familiarity, and adaptability give it a unique edge in the gamification and

education markets (Deterding et al., 2011).

This study achieved its four guiding objectives by demonstrating the potential of gamification, specifically

6. Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz,

J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education,

63, 380–392. https://doi.org/10.1016/j.compedu.2012.12.020