Computational thinking (CT) has been a topic of interest in research, not only in the field of computer science, but also in education, since it allows the development of a set of competencies in the child related to problem‐solving and decision‐making. However, few studies on CT are focused on children with disabilities. Developing computational thinking skills for children with hearing problems is a challenge, even more so when their language skills are limited. Following a methodology for conception of serious games for children with hearing impairment called MECONESIS (Acronym in Spanish, MEtodología para CONcepción de juEgos Serios para nIños con discapacidad auditiva), we designed the serious game Perdi‐Dogs for children between 7 and 11 years old with hearing impairment. We considered a set of aspects, such as challenges/learning, control, rules, feedback, interaction, rewards, surprise, communication/language, and fantasy. Perdi‐Dogs involves both a physical and a digital interface, specifically a physical board together with digital interaction, by means of a QR (Quick Response) code and vibrotactile feedback system. Perdi‐Dogs simulates a real environment, using physical elements able to interact simultaneously with technology. Evaluation was carried out with a group of seven children between 7 and 11 years old from the Institute for Deaf and Blind Children (Colombia). The results showed a high motivation to play for all of the children involved in the experiment.