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Obtaining knowledge and skill achievement through peer learningcan lead to higher academic achievement. However, peer learning implementation is not just about putting students together and hoping for the best. At its worst-designed, peer learning may result in one person doing all the effort for instance, or may fail to encourage the students to interact enough with the task and so enhance the task in hand.This study proposes a mechanism as well as an instructional design to foster well-organized peer learning based on game theory (P D P L). The proposed mechanism uses prisoner's dilemma and maps the strategy and payoff concepts found in prisoner's dilemma onto a peer learning atmosphere.(P D P L) was implemented during several sessions of four university courses and with 142 computer engineering students. The study 1