Cózar Gutiérrez, RamónSáez López, José Manuel2024-05-202024-05-202016-02-09https://doi.org/10.1186/s41239-016-0003-4https://hdl.handle.net/20.500.14468/11769This study analyzes the application of game-based learning and gamification using MinecraftEdu, which allows for an exploration of the possibilities regarding immersive learning environments. We analyze the contributions of second-year university students who are pursuing a degree in Primary Education and are enrolled in a subject entitled Social Sciences II: History and Teaching at Castilla-La Mancha University. On four scales, we detail descriptive data and statistical inference through a quasi-experimental design using a Wilcoxon test and a sign test. The instruments provide content and construct validation based on data triangulation as a strategy. Despite the fact that participants consider video games as non-essential tools in an educational context, they value the fact that game-based learning through immersive environments allows for learning that involves a higher level of activity and engagement of the students. Interest level, educational innovation and motivation are valued positively and show statistically significant improvements.enAtribución-NoComercial-SinDerivadas 4.0 Internacionalinfo:eu-repo/semantics/openAccessartículogame-based learninginteractive learning environmentpedagogical issuesPrimary Educationteaching/learning strategies