The exchange of good practices project ‘LearningGames’ answered a need for a professional approach in the application of games for learning in adult education, lifelong learning, and vocational training.‘LearningGames’ researched relevant aspects of games and play from facilitating the communication and integration of game on a social level (learning from each other, competitiveness), to creating bridges to other fields of interest (sports and playing), and in the evaluation and cultural barriers to game play (definitions of games). It provided the participating teachers, trainers, facilitators with new insights in the cognitive potential of games and confidence in overcoming stereotypes for their use in adult education.‘LearningGames’ negotiated the idea of integrating games in formal and non-formal training structures. The discussion process resulted in a collection of texts and evaluation-based data, observations and reflections of the experiences gained during the project.Partnership Profile: The consortium consisted of 6 partners from 6 countries and included (small) companies, institutions, NGOs, and Universities. ‘LearningGames’ is rooted in the experience of the project promotor W-Point with non-formal learning frameworks in adult education and interest in researching the cognitive and educational value of games and their practical application. The other partners were: VUC Holstebro-Struer from Denmark, the regional branch of a nationwide adult education institution; ECG, an economic-cultural cultural cooperative from Portugal; Manchester Metropolitan University, Faculty of Education, UK; Latvian Academy of Sports Education, Latvia; University of Sofia, Bulgaria.The team of experts ensured a smooth implementation of the project. Through their network, the participating institutions realised a comprehensive dissemination strategy at local, national, regional and international level.Methodology & Implementation Activities: We applied a methodology based on 1) the playing and the periodical interchange of the Master Games devised by each partner 2) the application of surveys3) gathering of data, and4) an extensive, systematic discussion process of the experiences gained.The transnational partner meetings provided the structure and the timeline for the implementation of the project activities and the development of a thematic content.The results highlight the importance and status of ludic, social and evaluation elements in learning games that can be considered as good practice guidelines for teachers, trainers, ​and facilitators in adult education. The findings and results are documented in the online publication 'On Learning Games' on the project’s website www.learninggames.euThe project initiated a changed perception of the use of learning games in adult education at various levels:•For the participating experts and staff at the institutions they represented as they introduced new perspectives on the pedagogical impact of games,•For educational stakeholders such as academics, administrators and decision makers through conferences and virtual dissemination activities,•For students/players who had the opportunity to test a motivational approach to learning. The project created conditions for further research and promoted a diverse pedagogic discussion in adult education.​​​