Games, Emotions, Virtual Worlds: Old and New Frontiers of Learning Processes

erspectives from psychology, pedagogy, sociology, cognitive science, and anthropology. This article examines its implications for contemporary learning processes, with particular attention to the emerging context of virtual reality and the metaverse. From a sociological perspective, it explores how gamification and immersive environments are transforming educational practices by reshaping motivation, social interaction, and knowledge construction. Through a critical review of the literature, the study discusses the educational potential and limitations of key concepts such as Serious Games, intrinsic and extrinsic motivation, embodied cognition, emotional engagement, presence, and digital platforms. It argues that immersive technologies can enhance participation, experiential learning, and cognitive engagement by integrating bodily experience and emotions into educational processes. At the same time, these technologies raise important challenges related to platformization, digital inequality, commercialization, technological dependence, and the risk of reducing learning to entertainment or information consumption. The article further examines the concept of digital capital and reflects on the broader social implications of virtual learning environments, emphasizing that access to innovative technologies does not automatically translate into greater educational equity. It concludes that the educational value of the metaverse depends not on technological innovation alone but on the development of critical pedagogical approaches capable of integrating immersive experiences while preserving meaningful learning, social inclusion, and human-centered educational values.