Computational thinking is included in the elemen- tary school curriculum in France since the 1970s. It is a complex subject for which teachers are sel- dom trained for. Learning Games (LGs) seem to have a positive impact on learner’s motivation and sometimes learning outcome. They could therefore be useful for introducing computational thinking in classrooms. And yet, their use by teachers remains marginal. One of the reasons that explains this is the fact that teachers cannot modify these LGs to meet their pedagogical needs. This could be solved by pro- viding them with authoring tools that enable them to create new content or edit content already available in these LGs. Furthermore, the use of authoring tools that are Free Software, should have the potential to support the co-design and the sharing of Open Edu- cational Resources among teachers. This type of au- thoring tool therefore seems ideal to support a meta- design approach that enables teachers to create LGs that fit their needs. In this paper, we present the premises of a Computer Science PhD that aims at ex- ploring the potential of such tools for the adoption and use of LGs in schools. We will focus on the author- ing tools that create LGs for teaching computational thinking and use a Design-Based Research method, in close collaboration with teachers.