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The main purpose of this research was to investigate the barriers, facilitators, and continuance of implementing a creative instructional method (Collaborative prototyping of digital educational games using design thinking). This study employed a phenomenological study as a qualitative research method. The data were collected using a semi-structured interview. Participants included 20 teachers that have experienced the method mentioned above in their class teaching in primary schools. An abductive content analysis was conducted to determine the main and sub-categories. The identified barriers and facilitators were categorized according to the stages of the design thinking process: empathy, definition and idea generation, prototype construction and evaluation. Regarding continuance factors, six categories were identified: learning and instructional activities, content organization strategies, game conditions, teacher-related factors, student-related factors, and evaluation-related factors. Future research suggestions were discussed in light of the study findings.

Keywords: Mathematics curriculum, design thinking, digital educational games, Learning by doing

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