Abstract
Game based-learning exploits the potential of ICT and games engage learners. The objectives of the European project â??Play the Learning Gameâ? are to spread and update the results of the â??Learning Game Portal â? to vocational education teachers and trainers. The 10 transnational partners develop and execute trainings, intend to disseminate the project contents as broadly as possible and promote a transnational discussion among teachers and trainers focusing on the exploitation of the educational potential of multimedia and videogames. 
 Blended learning workshops addressed to Austrian vocational education teachers and trainers are organised to make use of the Learning Game Portal and simultaneously test and describe the usefulness of the contents for their own teaching or training.
Highlights
The NMC Horizon Report 2012 which aims to “identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in higher education” (Johnson 2012) [1], describes gamebased learning as one of two significant trends in the midterm horizon (2-3 years)
What is important to learning is the entertainment factor of games, but “the identification of the ludic aspects of learning and the learning experience at play together with their application of natural junctures are fundamental to game-based learning” (Kröger and Breuer 2011) [3]
In the LLP “Play the Learning Game” we aim to spread the content of the Play the Learning Game-Portal and we will support teachers and trainers to understand the potential of a game-based learning approach with respect to their field of work and try to enhance their capability to use and integrate videogames and Multimedia in order to make learning more attractive
Summary
Each year more and different e-learning training products (training courses, training platforms etc.) are developed but most of these products do not exploit the full potential of ICT as contents and methodologies are still the result of adapting the traditional approaches of education and training to the new digital context. Already in 2001 Prensky [2] stated that learning and playing are fundamentally related and that games engage learners. In the case of videogames and multimedia the development of contents and the enhancement by technology collude. What is important to learning is the entertainment factor of games, but “the identification of the ludic aspects of learning and the learning experience at play together with their application of natural junctures are fundamental to game-based learning” (Kröger and Breuer 2011) [3]. It is central to link gaming features to learning objectives
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