This paper proceeds as follows: Sect. 2 further discusses the crucial problems of using full-fledged games in cur ricular education: Sect. 3 introduces Europe 2045: Sect 4 presents key findings from our evaluation and pinpoints key principles that, in our opinion, contributed most to the success of the game; Sect. 5 presents the ALE concept and identifies how its components possibly transcend the problems with DGBL detailed in Sect. 2; Sect. 5 also illustrates how they are implemented in Europe 2045. Each section ends with its own discussion. The concept of ALE was first presented in 1391 but has undergone major changes since then. Some remarks on the design methodology of Europe 2045 have been also made in 1381.