This study aims to explore how teachers design their own games and how their perceptions of digital games change after game design. Twenty teachers participated in the study. The participants first completed a pre-survey. Then, they designed an educational digital game on their chosen topic and provided feedback to each other. In the game design process, they did not use computers. A game design template was provided for conceptual design of an educational digital game. Finally, the participants completed a post-survey. Both quantitative and qualitative data were collected from online surveys (pre- and post-surveys) and game design documents. The results of the study showed that most participants applied the constructivist learning approach to the design of educational games. The game design experience had a positive influence on the participants’ attitudes toward and perceptions of digital games.
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