Serious games in favour of knowledge management and double-loop learning?

How can universities develop a knowledge management dynamic in order to train knowledge workers who are effective in an organizational learning process? Can games, and more specifically serious games, contribute to reaching this goal? To answer this question, we hypothesize that play can serve as a lever for knowledge management and double‐loop learning. The purpose of this article is to show that serious games contribute to training knowledge workers in an organizational learning process. From this perspective, we attempt to understand how serious games promote the acquisition of knowledge and we explain the research method used in the field (participant observation, investigation using questionnaires). The final part analyses the main results: a community of practice and organization learning, internalization through Learning by Doing and better understanding of the environment’s complexity, towards double‐loop learning and student satisfaction with the serious game.