Game-based learning has gained popularity in schools and has been proposed for adult education, both at Universities and in the corporate training sector. 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. In this environment the teacher or trainer becomes the active partner, moderator and advisor of the educational process, not just a repository of the information importing his or her own knowledge to a passive learner as in traditional education. Learners bring their prior skills and knowledge to the classroom community. The trainer structures learning situations in which each learner can interact with other learners to develop new knowledge and fashion their own needs and capacities. Knowledge is generated from experience with complex tasks rather than from isolated activities like learning and practicing separately. Skills and knowledge are best acquired within the context. This helps the learners easily to transfer learning from classroom to “real life” and back, or information from one subject to another. Therefore this method requires that the trainer and learners play nontraditional roles such as interaction and collaboration with each other within the educational process. The classroom drops the physical boundaries and becomes a goal-oriented platform dedicated to learning. Online role-play scenario platforms offers an environment where trainers can define their own role-playing scenarios and provide the opportunity for learners to apply factual knowledge and to gain experience through the digital world. Trainers can define new games or adopt and modify sample games without any programming skills. Some platforms provide a variety of communication means within the scenarios; players can communicate with the use of multimedia discussion forums, text and voice chat modules, as well as through multi-user video conferencing. These platforms foster participation in problem-solving, effective communication, teamwork, project management, as well as other soft skills such as responsibility, creativity, micro-entrepreneurship, corporate culture, and cultural awareness. They are designed for use as a supplement to normal in-class teaching and corporate training, but it is also possible to be used independently from a class course. The constructivist design required for successful Game-Based Learning will be discussed and a model is provided to display how Game-Based Learning occurs in a collaborative online environment. This chapter will present example scenarios and highlight resources available to interested teachers and trainers.