Although game development students typically lack a formal pedagogical educa-tion, they typically have clear opinions and ideas for improving higher education learning practice based with years of school experience. In the Centre for Excel-lent IT Education, game development students were invited to pitch ideas of ed-ucational tools to address and improve content and learning approaches within higher education. Six student teams were offered summer jobs to implement the ideas. The study has investigated their products, and through an explorative qual-itative artefact analysis, a sample of 6 student-created educational tools have been analysed. The thematic analysis answered the research questions: 1) What edu-cational challenges do the students address when creating tools to improve higher education? 2) What learning approaches do students implement when they de-velop educational tools? The findings show that the student-created educational tools address both soft and hard skills. The findings also reveal a wide variation in the complexity of the educational challenges, evident in the scope and depth of the learning objectives embedded within the tools, including vocabulary ac-quisition and understanding simple commands as well as simulating intricate pro-cesses navigating a multifaceted environment. The analysis shows that the stu-dents have developed tools focusing on content creation, exploration, competi-tion, collaboration, articulation, but also research-based professional methods as pedagogical approaches and classroom-based tools. It shows how student in-volvement can be implemented through the role as developers of learning tools, hence addressing educational challenges, with learning approaches based on cog-nitive constructivism and socio-cultural learning theories.