This study describes an experiment in which engineering students create serious games (SG) that tackle problems relevant to their jobs. This experiment was conducted as part of the "Business Games" module we taught students enrolled in the Master's program "Innovation Management" at the National School of Engineers of Tunis. By asking these engineers to create their games, we first aim to confirm that this reinforces their mastery of the course content. It also allows them to apply the concepts they have learned. We also intend to innovate by basing the module evaluation on students' games. Sensitizing these engineers to the value of SG within the organization is a crucial part of our objectives. To create their games, we asked the students to use the Scratch environment. At the end of the semester, the students presented their achievements and completed a questionnaire. Its results reveal that the experiment was highly appreciated by the students and that, overall, we achieved our objectives. This article discusses SGs and how their development affects student learning. Moreover, these engineers indicated that before developing their games, they carefully reviewed the course material. To create their games, they also studied job details. Students generally liked Scratch and mentioned some of its weaknesses. The students asked that the experiment be repeated with other modules the following year. Although we have achieved our goals, improvements should be made if this experiment is repeated.