SpelLit 4.0 is a collaborative body- and space-related learning experience for elementary school children, which facilitates to acquire reading and writing skills in a playful way. SpelLit allows teachers to edit and change the game by themselves. In this contribution, we introduce this new didactic concept for regular school lessons. Additionally, we present studies employing a semi-structured survey based on cultural-historical activity theory (CHAT) enriched by the System Usability Scale (SUS) and the Affinity for Technology Scale (ATI-Scale) questionnaires. We gained insight into questions and potential contradictions in the teacher’s perception of this didactic and technology-assisted concept for their lessons. The results reveal that even teachers with a weak technical affinity show a high degree of willingness to use this novel configurable learning game in regular lessons. In addition to a high degree of usability, we conclude that this is due to the fact that there are no barriers between the pedagogical demands of the educators and the application of the learning game.