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This is a work-in-progress paper to share the latest outcomes of an ongoing research project focused on developing and assessing the effectiveness of a novel approach for construction engineering education based on guided active exploration in a digital game environment. The objective of this study is to assess the effectiveness of guided active exploration in a digital game environment on students' ability to discover systematic solutions for fundamental engineering problems contextualized in domain-specific settings. To address this objective, we are designing and developing an online game, called Zebel: Genesis. The game coupled with a series of preand post-assessment tools will be used as learning materials in a graduate-level construction scheduling course in the Department of Civil, Environmental, and Ocean Engineering (CEOE) at Stevens Institute of Technology to collect empirical evidence for qualitative and quantitative analyses. The design of the game is based on the Constructivism learning theory. The Constructivism learning framework for gamification that forms the foundation of our game platform consists of six essential elements: (1) modeling; (2) reflection; (3) strategy formation; (4) scaffolded exploration; (5) debriefing; and (6) articulation. The final game will have three chapters: (i) linear scheduling, (ii) task dependencies and critical path, and (iii) equipment planning and resource management. So far, we have developed the preliminary version of the first two chapters, and we will use it for a pilot study to examine the functionality of the game and assessment tools. This work-in-progress paper presents the game platform, our assessment strategy, and implementation plans. [ABSTRACT FROM AUTHOR]