Games and learning: an introductionMany of us have grown up playing games, and in primary education games have a high presence in nonformal and informal segments of our learning. Unfortunately, in formal education, games are still often seen just as an unserious activity, and the potentials of games for learning often stay undiscovered. Digital game-based learning is a novel approach in the area of universities and lifelong learning, and the search for new positioning of the universities in the changing setting of education; gaming is becoming a new form of interactive content, worthy of exploration.As early as the 1980s and 1990s, many scientists stated that computers, and later, hypermedia could be used as a cognitive tool for learning. More recently, Brown (2002) suggested that learning comes as the result of the framework or environment that fosters learning rather than as a result of teaching. He maintains that today's students look upon technology as an integral part of life and a tool that they take for granted; for many of them computing has been part of their learning since early childhood. Hence there is a need to offer a variety of different knowledge presentations and to create opportunities to apply this knowledge within a virtual world, thus supporting and facilitating the learning process. To achieve that, it is necessary to provide a complex level of interactivity stimulating the users' engagement, and to apply different interactivity concepts such as object, linear, construct or hyperlinked interactivity, nonimmersive contextual interactivity as well as immersive virtual interactivity.Despite many decades of research, the present e-learning solutions still focus on technology instead on instructional support and support of learners'; needs. Educators often compare video games to the act of teaching and do not always embrace the cognitive learning that modern commercial computer games can offer. Yet being an e-learner means often being confronted with boring and poorly structured learning materials in the form of pdf files and PowerPoint, learning within learning management systems where interactions prove to be complicated, and where the entire e-learning process is, in most cases, still focused on the replication of facts and data instead of challenging the learner and enabling active interaction with the knowledge. So, do modern e-learning technologies really support learning or does game-based learning provide a more appropriate platform?Digital game-based learning can also be applied as an additional option to classroom lecturing. The intention of digital game-based learning is to address new ways of

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Digital Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on constructivist learning theory and guides the design of the effective learning environments. The constructivist design required for successful Game-Based Learning is discussed in this chapter and the model of recursive learning is discussed suggesting how Game-Based Learning (GBL) and how to maximize its affect. This chapter defines “Gameplay” and tables the perceptions of both players and teachers in the area of abilities learnt from playing digital games. Resources for implementing GBL are highlighted and the need for these is discussed. We conclude this chapter with design guidelines that will ensure effective learning outcomes are attained and suggest why these steps are necessary.

Compared to topics such as creativity and strategic implementation in entrepreneurship education, sustainability has not been profoundly emphasized in programs. This study seeks to fill this gap by examining cross-cultural differences between the Austrian and Taiwanese educational contexts in terms of sustainability awareness in entrepreneurship among students in higher education. To conduct the study, students from both Austria and Taiwan were interviewed after developing a procedure to cross-examine their activities in programs, workshops, and team projects. The results indicated that students’ perception of sustainability differed according to sociocultural background: Taiwanese students tended to prefer individual responsibility and action, whereas Austrian students were more aware of the impact of industry and food production on sustainability. Such an approach could help students in both Taiwan and Austria to attain a better understanding of the sustainability problems that require entrepreneurial solutions. The uniqueness of this study lies in its cross-examination and cross-comparisons of sustainability integration in entrepreneurship education in Austria and Taiwan. Such comparisons provide educators and policymakers the opportunity to engage in cross-cultural exchanges of knowledge and experiences from which they can learn and adapt.