The growing use of digital technology in design and construction has brought a change in teaching dynamics. For example, serious games have shown great potential in enhancing the learning of dynamic construction concepts traditionally acquired through practical experience. One such example is the Virtual Construction Simulator 3 (VCS3) game, developed and implemented to engage students in an active learning environment by simulating the planning and managing of a construction project. Initial assessment of the VCS3 game has demonstrated benefits for both students' motivation and basic understanding of construction concepts. However, further assessment is required to demonstrate the benefits on higher order cognitive skills. This paper introduces the first step, the formulation of learning objectives for higher order cognitive skills in construction simulation gaming. Learning objectives from third- and fourth-year construction engineering courses, together with the previous VCS3 learning objectives, are analyzed and categorized. The learning objectives guiding the next phase of the VCS4 simulation game development are then presented from lower to higher level thinking skills. This initial step opens the next phase in the development and assessment of the VCS4.