Goal: The use of an online game for learning in higher education aims to make complex theoretical knowledge more approachable. Permanent repetition will lead to a more in-depth learning. Objective: To gain insight into whether and to what extent, online games have the potential to contribute to student learning in higher education. Experimental setting: The online game was used for the first time during a lecture on Structural Concrete at Master's level, involving 121 seventh semester students. Methods: Pre-test/post-test experimental control group design with questionnaires and an independent online evaluation. Results: The minimum learning result of playing the game was equal to that achieved with traditional methods. A factor called ''joy'' was introduced, according to [Nielsen, J. (2002): "User empowerment and the fun factor." In "Jakob Nielsen's Alertbox," July 7, 2002. Available from http://www.useit.com/alertbox/20020707.html.], which was amazingly "high." Conclusion: The experimental findings support the efficacy of game playing. Students enjoyed this kind of e-learning.