The acquisition of skills in scientific inquiry is a fundamental goal of science teaching. Nevertheless, studies show that experiments are often only used in the classroom to convey the subject matter. At the same time, students’ interest in chemistry decreases with increasing grades. These problems are to be counteracted by the development of a motivating, up-to-date instrument to promote skills in the area of scientific inquiry: a digital learning game. Used in a didactically sensible way, these can increase the effectiveness of the lesson in terms of motivation, commitment, learning success, and anchoring of knowledge (Kim et al., 2018). To make this possible and to enable teachers to use the learning game in a barrier-free, uncomplicated manner in the classroom, the conception of the learning game is directly linked to our research results on recording the attitudes and experiences of prospective teachers about game-based learning. The end product should, therefore, not only be the learning game but also the associated supporting materials for teachers.