The purpose of this study was to investigate the effects of Cognitive Affective Interaction (CAI) strategy on novices' creative performance in game design. There were one hundred and eighty-nine seventh graders participated in the game design project. The CAI strategies, including the visualization and the discrepancy strategies, were administrated and served as the experimental treatment. The visualization strategy was conducted to provide opportunities for the learners to perceive or visualize the content in many contexts. The discrepancy strategy was conducted to provide opportunities for the learners to explore the deficiencies in their understanding. The results showed that the discrepancy strategy could facilitate learners' recognition, elaboration, application and creation and inspire their creative thinking during game design task. For the visualization group, instructor may provide more experiential learning experiences and scaffolding opportunities. The learning by doing game design activity engaged the learners in similar motivation.