  Obtaining knowledge and skill achievement through peer learning can lead to
higher academic achievement. However, peer learning implementation is not just
about putting students together and hoping for the best. At its worst-designed,
peer learning may result in one person doing all the effort for instance, or
may fail to encourage the students to interact enough with the task and so
enhance the task in hand. This study proposes a mechanism as well as an
instructional design to foster well-organized peer learning based on game
theory $(PD\_PL)$. The proposed mechanism uses prisoner's dilemma and maps the
strategy and payoff concepts found in prisoner's dilemma onto a peer learning
atmosphere. PD\_PL was implemented during several sessions of four university
courses and with 142 computer engineering students. %The results of the
pre-test and post-test exams of all the sessions were compared with R software
through Paired Hotelling's T-Square analysis in order to investigate the
impacts of $PD\_PL$ and the proposed instructional design on students' personal
learning. The study results indicated that PD\_PL was beneficial and favourable
to the students.
  Further analysis showed that the $PD\_PL$ had sometimes even enhanced
learning by up to $47.2\%$.
  %The results of a subjective evaluation showed that the majority of
respondents found $PD\_PL$ to be an attractive and efficient tool for learning
enhancement. %Everybody who is interested in designing peer learning programs
and tools will find this study interesting.
