It has been suggested by Brown (2002) that the framework and environment in which pupils are exposed to fosters their learning rather than the result of the teacher. This view is also backed by Garris et al (2002) who state that in order for games to enhance learning, it first needs to be put into an instructional context. In order to appreciate this concept, the word 'learning' has to be understood. In most dictionaries learning is defined as 'the acquisition of knowledge or skills gained through experience, practice or study' (Kearney, Pivec 2007a). This definition can then be used to look at how knowledge and skills are developed through Games Based Learning.Through the use of computer and console games in the classroom, learners can immerse themselves into challenging yet entertaining environments from where they can explore, probe and hypothesize information to suit their preferred learning styles. Castell and Jensen (2003) consider that it is this immersion through games that foster deep learning.It is also believed that games teach players how to multi-task and problem solves at an unconscious level. Bruner (1966) cited in Kearney and Pivec (2007b) considers multitasking as being one of the cognitive skills that improve the ability to learn. However, studies conducted at Futurelab have raised questions as to whether children are in fact able to move from intuitive problem-solving in the game to identifying problems and effective solutions to these in other contexts and in particular, real life (Kirriemuir and McFarlane, 2004b).