<< Background >>The main objective of this project is to use the highly motivating features of videogames to promote interest in coding in young people, and especially in girls. Videogames have a set of characteristics such as proposing challenging goals in scenarios where players need to discover the rules with high interactivity, and immediate feedback that achieve a great player engagement. We believe that these characteristics can be effectively used to increase the interest in coding and the computational thinking skills of young people. By using an alternative language that is very close to them such as videogames, we can change the perception that young people have breaking the stereotype that coding is only for male nerds and attract a wider audience. In Europe it is critical to use new approaches to attract more younger students to coding and especially girls before they accept the biased gender stereotype avoiding to choose ICT related studies. The number of ICT specialists in the EU grew by 40.0 % from 2011 to 2019, over 6 times as high as the increase (6.9 %) for total employment. In 2019, 82.1 % of men were employed as ICT specialists in the EU against 17.9 % of women. This statistics will be updated in july 2021 but no improvement in the women participation in ICT is expected (obtained from https://ec.europa.eu/eurostat/statistics-explained/index.php/ICT_specialists_in_employment. Bringing more women into EU digital sector would benefit the EU economy and we consider that early attraction to coding could be a way to increase that number , and to fight the gender divide in Europe's ICT education and labour market.<< Objectives >>The three-folded project objective is: 1) To design, develop and evaluate a game-based learning analytic tool for formative assessment in programming courses, 2) To create and evaluate an online model for collaborative learning based on the concepts of Communities of Practice and Pair programming, and 3) To assess existing solutions for visualisation of programming concepts. This project should be carried out with a Design science approach, in a collaboration between the Mid Sweden University in Sweden, The Complutense University of Madrid in Spain and the Ingenious Knowledge GmbH in Germany.<< Implementation >>The central main activity in the project is the development of the game-based learning analytic tool for formative assessment. This design, development and evaluation process should be conducted in a collaboration between the three partners with the Mid Sweden University in the coordination role and responsible for distribution and evaluation of the tool in various educational contexts. Ingenious Knowledge in Germany should carry out the design and development of an educational game named 'EuroCoder', where players solve programming assignments in different European real-world contexts. For the formative assessment in online introductory courses the Complutense University of Madrid will extend the game with a learning analytic unit that can assess each player's activities and individual progress. Considering the model for collaborative online learning (2) and the assessment of visualisation tools (3), the Mid Sweden University should have the main responsibility for analysis, development, and assessment of existing tools.<< Results >>Finally, the project outputs, the educational game, the didactic model and the visualisation tools should be deployed online and made available for use in Corona adapted programming education. An important delivery from the project is the earlier mentioned website, where the results from the three sub-objectives will be presented and aligned. The educational game and the project website are both artefacts that should act as a resource for programming educators also after the project period. Finally, the artefacts should be disseminated to a wider audience through the project partners networks, and through international events for game-based learning and software engineering.