Game-based learning for critical infrastructure training: Designing serious games for decision-making skills
1 Department of Social Theology and Religious Studies, National and Kapodistrian University of Athens, Greece.
2 Department of Greek Philology, Democritus University of Thrace, Greece.
3 Department of Preschool Education, University of Crete, Greece.
4 Mathematics and Engineering Science Sector, Hellenic Army Academy, Vari, Greece.
Review
Open Access Research Journal of Science and Technology, 2026, 16(02), 182-193.
Article DOI: 10.53022/oarjst.2026.16.2.0045
Publication history:
Received on 02 March 2026; revised on 12 April 2026; accepted on 15 April 2026
Abstract:
Critical infrastructures operate in highly complex, interconnected, and risk-prone environments that require effective decision-making under uncertainty, time pressure, and incomplete information. Traditional training approaches often fail to capture the dynamic conditions of real-world infrastructure disruptions. In this context, Game-Based Learning (GBL) and serious games offer useful approaches for developing decision-making skills in high-risk domains. This paper explores the role of serious games in critical infrastructure training and proposes a design framework for developing game-based environments that support situational awareness, risk assessment, and collaborative decision-making. Drawing on recent literature, the study identifies key design principles such as scenario realism, adaptive feedback, and system responsiveness. The findings suggest that serious games can improve the preparedness of professionals and support more effective responses in complex and high-risk environments.
Keywords:
Immersive serious games; Adult education; Virtual reality; Decision-making; Critical situations; Experiential learning; Game-based learning
Full text article in PDF:
Copyright information:
Copyright © 2026 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0