The goal was to gain a deeper understanding of the extended use of student-designed games. 207 students (grades: eight, nine, eleven) from one school participated. They were randomly divided in Experimental (student-designed games) and Equivalent group (traditional instruction). Both experienced the same learning units (two, 12 sessions) over the same time (six weeks). The study followed a pretest, post-test, quantitative-qualitative research design. Data was obtained through questionnaire, diary and open-ended question. Quantitative results showed statistically significant differences at post-test in "Autonomy" and "Important role" favoring the Experimental group. Students' qualitative data produced positive: "student empowerment," "innovation," "fun" and "learning," and negative themes: "lack of flow," "boring" and "no democracy." From the teacher's diary also emerged positive: "student empowerment" and "increased participation" and negative themes: "lack of flow." Student-designed games can empower students, increasing their autonomy and important role, but they also have limitations.