CREATING GAMES APPROACH MODELS AND IMPLICATIONS FOR THE USAGE OF GAMEDESIGN AS A TEACHING METHOD Gerhard Sprung, Lisa Zimmermann, Alexander Nischelwitzer, Robert Strohmaier, Sandra Schadenbauer FH JOANNEUM Alte Poststrasse 147 8010 Graz (Austria) gerhard.sprung@fh-joanneum.at, lisa.zimmermann@fh-joanneum.at, alexander.nischelwitzer@fh-joanneum.at, robert.strohmaier@fh-joanneum.at, sandra.schadenbauer@fh-joanneum.at Abstract This paper describes the Creating Games Approach (CGA). The paper lines out the development of our approach using the comparison of literature and describing the procedure of our first test- and development phase. The CGA facilitates the development of games for teaching knowledge and skills not only in IT-related issues like programming but also for other skills necessary to be successful in the so called participatory culture. Programming is learned just as a tool to produce meaningful products and the children deal with many other tasks and challenges like design, interface and interaction design, usability, project management and many more. In 2010 our concept was tested with more than 100 pupils at Austrian schools. Using the Design Based Research Approach we iteratively developed, used, improved and documented our idea to use Game Design as a teaching method for children at the age between 11 and 16 years. The results and concepts will serve as a basis for developing courses for key players, decision makers, and educators at Austrian schools. Keywords: Constructivism, Gender Gap, Educational Programming Language, Game Design. Introduction Our research showed that students differ concerning motivation, self esteem, expectations of themselves and their colleagues and the reasons for choosing to study in a technical program (Sprung & Zimmermann, 2008). Because these differences cause many students (especially female students) to drop out we decided to research new approaches to change this situation. We now develop new ways to help educators to teach programming as early as possible. We analyze Educational Programming Languages (EPLs) and develop curricula for different classes. After teaching the courses, watching the students and analyzing the results, we intend to implement a program supporting children (especially girls) to start programming in an appropriate way by providing teachers with concepts, workshops, best practice examples, and advice.