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Game-based learning (GBL) is promising, almost as promising as learning when sleeping. But why does it work? And how to implement it? For which purpose is it appropriate? And when is GBL doomed to fail? Serious games design is an art. How can game designers and developers utilize deep and well established results of the humanities to make the design and implementation of digital games for learning a routine process? The understanding of digital role-playing based on theories of social psychology such as symbolic interactionism leads to the authors' original generic approach to game-based learning design. A serious game has already been designed, implemented, and evaluated for language learning that runs on conventional computers, as well as on varying mobile devices such as tablets. The stage is set for a series of similar role-playin

University education often suffers from a lack of an explicit and adaptable didactic design. Students complain about the insufficient adaptability to the learners' needs. Learning content and services need to reach their audience according to their different prerequisites, needs, and different learning styles and conditions. A way to overcome such deficiencies is representing the didactic design explicitly. A modeling approach called storyboarding is introduced here. Storyboarding is setting the stage to apply Knowledge Engineering Technologies to verify and validate the didactics behind a learning process. Moreover, didactics can be refined according to revealed weaknesses and proven excellence. Successful didactic patterns can be inductively derived by analyzing the particular knowledge processing and its alleged contribution to learning success.

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