In this study, we devised research design that provides pre-service teachers to effectively experience embodied geometric thinking with the goal that it will impact teachers' instruction to students in their classrooms. Using a motion-capture video game and design tool, we offered opportunities for pre-service teachers to experience of performing mathematically related movements as well as creating their own directed actions for given conjectures. We hypothesize that these gameplay and co-design activity will reinforce not only teachers' understanding of the embodied nature of geometric thinking, but also their abilities to transfer their understanding to classrooms and the activities and assessments they design for their students. The results showed that after experiencing the interventions including embodied gameplay and co-design activity, teachers' awareness of students' 'sage of gestures was changed and they had better ability to understand and interpret students' gestures as a means of teachers' formative assessment practices. [For the complete proceedings, see ED630060.]