(Lennon & Maurer, 2003) describe several approaches beginning with the usage of professional authoring software up to a shift to the constructivistic learning paradigm. On the one side, automatically generated crossword puzzles may be enabler for the students’ interest and motivation and have positive effects on assessing low- to medium-level objectives of the cognitive domain. On the other side, applying constructivistic learning methods is requiring a high level of students’ self-motivation, but can reach high-level objectives in all domains as shown in the next few paragraphs.