Managing multiple projects, commonly referred to as Project Portfolio Management (PPM), poses complex challenges due to the need for intricate decision-making in project prioritisation, resource allocation, and risk management. As project environments become increasingly dynamic with larger portfolios, there is a growing demand for innovative pedagogical strategies that equip students with advanced analytical and managerial skills. To facilitate the development of these competencies, the learning design incorporates real-world data and scaffolding materials to construct realistic project simulations. Gamification elements are then added to the simulations to enhance the student experience.

In recent years, the use of gamification in education has gained considerable interest and popularity. Many researchers highlight that gamification enhances student engagement and strengthens key skills such as problem-solving, teamwork, and communication. Especially in business education, gamification has been employed across a range of subjects, including corporate social responsibility, project knowledge management, and strategic and crisis management. These applications illustrate the growing potential of gamification to enhance the teaching of PPM through advanced business simulations.

This study introduces the design and implementation of a gamified pedagogical approach aimed at enhancing the teaching of PPM in a higher education setting. The Portfolio Game, a group-based role-playing activity, was integrated into the curriculum and conducted over multiple iterative rounds. Each round presents students with challenges that closely mirror the complexities of real-world project environments. Within these scenarios, students are required to collaboratively apply a range of core PPM methodologies — including Multi-Criteria Decision Analysis (MCDA), the Delphi method, and the Program Evaluation and Review Technique (PERT) — to make informed decisions regarding project selection, prioritisation, and resource allocation. By engaging in these simulations, students are given the opportunity to apply theory into practice, thereby reinforcing their understanding through experiential learning. The iterative nature of the game encourages reflection, adaptation, and strategic thinking, while the collaborative format fosters communication, negotiation, and team-based problem-solving.

The effectiveness of this approach was evaluated with a cohort of 50 postgraduate students enrolled in project management programmes, providing a focused context to assess its impact on engagement, conceptual understanding, and skill development. Comprehensive feedback and sentiment analysis from participating students demonstrated that the gamified approach improved engagement, motivation, and conceptual understanding. Students highlighted the authenticity of the scenarios, the opportunity for critical thinking, and the value of collaborative problem-solving. The analysis revealed consistently high levels of satisfaction and perceived relevance, underscoring the effectiveness of gamification in bridging the gap between theory and practice.

These findings contribute to the growing body of evidence supporting gamification as a powerful tool for developing essential project business competencies. The results advocate for the broader adoption of game-based learning in project management education and suggest avenues for further research on scalable, human-centric education.

Keywords: Project Portfolio Management (PPM), Gamification, Business Simulations, Role-Playing, Student Engagement.