## 1 Introduction  
We are currently at a critical educational moment. Teachers in the 21 st century have many pedagogical resources at their disposal, aiming to respond to current academic demands. In the last decades, Information and Communication Technologies (ICT) have gained significant importance in society and possibly in the future of education, following a clear objective: to improve the quality of the teaching-learning process [1]. Several studies show the validity of ICT tools, such as the use of the internet [2] or tools that promote digital socialization [3] in the educational world, even in a situation as critical as a global pandemic [4, 5]. These ICT tools were incorporated into the pedagogical field, providing teachers with tools with a more formative use for the student, such as the LKT (Learning and Knowledge Technologies). This interesting connection [6] corroborates the recommendations of the 2030 agenda, especially the Sustainable Development Goals (SDG) which refer to quality education and innovation [7]. The United Nations Educational, Scientific and Cultural Organization (UNESCO) [8] adopted the new global framework on education for sustainable development (ESD). It focuses on integrating ESD into policies, learning environments and capacity development of educators, among others. Therefore, to adapt and achieve the objectives pursued by both the United Nations and UNESCO, it is necessary to research and discover the most appropriate methodologies and educational strategies for each educational context and field. The educational community needs to achieve more sustainable and meaningful learning [9], which requires a change in traditional approaches, transforming the memorization of the traditional method into more active learner participation [10]. Traditional teaching methods and techniques are no longer sufficient to meet current educational demands. Therefore, institutions and teachers must develop their practices and use new strategies [11]. In recent decades, much research has been conducted on playful pedagogical strategy [12]. Traditional learning theory focuses on the cognitive dimension and does not include the emotional and social dimensions of learning [13]. The use of games in education has been driven by researchers [14] who argued that games are essential to learning. Rapid advances in ICT and digital games have led to these technologies being seen as ideal solutions to address the education system's shortcomings and increase student motivation and teacher acceptance [15]. In physical education, the enjoyment of any game is a fundamental right of every human being and providing excellent opportunities for developing creativity and imagination [16; 17; 18]. The game as a pedagogical resource allows us to work on the fundamental knowledge that will help the development of any person as a future active member of our society. Game-Based Learning (GBL) uses games and their relationship to reality, content and the educational process, with a clear objective, the resolution or completion of tasks and the associated competencies [19]. GBL is a methodology that focuses on designing and implementing games [20] to ensure that students enjoy the playful experience [21] and guides students toward an ultimate educational goal. However, we should distinguish GBL from 'Gamification' [22; 23]. We have already seen that GBL is based on using games as content to achieve an educational goal [24]. For example, using the trivia game, a world-famous quiz game that is also adapted to an educational context [25], changing the categories and questions to reinforce the subject content would already be a clear example of GBL. Gamification, on the other hand, is defined as using certain game elements in a nongame context [26]. In this case, only one element of the trivial game is selected. An example of Gamification would be to provide learners with rewards in the form of objects as in the original game, for completing a task. The Game Design Element (MDA) has three crucial acronyms to consider.