A new way of learning has been introduced and it is here to stay: game-based joyful learning. Game-based joyful learning stands for electronic learning and involves m-learning (mobile learning), ulearning (ubiquitous learning), computer-based learning and web-b5ased learning. The aim of this paper is to study the key factors differences of Game-based joyful learning in Taiwan and USA through junior high school education, and explore the fundamental differences between these countries. The most important ambition is to reach collaborative learning, or providing an environment where both teachers and students can debate and achieve synergy so that it is necessary to stimulate interest, improve children’s performance and increase efficiency through games, problem solving and teamwork. This new learning paradigm seems to be vastly popular because it completely integrates people into learning, no matter what socioeconomic status or urban/rural area; the only two things that are significant are the willingness to learn and the teacher’s effort. The paper is divided into the follows sections, including the section covers the purpose and relevance of this study supported by a review of recent e-learning and cloud-game-based joyful learning research; the section contains the analysis of cloud-game-based joyful learning in junior high school schools in Taiwan; the section examines cloud-game-based joyful learning in junior high school schools in the USA; the section compares cloud-game-based joyful learning in junior high school schools in Taiwan and USA. Finally, the last section covers the conclusion and suggestions.