Rapid advances in technology have opened up new possibilities for integrating video games into academic settings. These new possibilities have piqued the interest of educators and researchers, who recognize the potential of video games to enhance learning experiences and engage students in unique ways.The goal of this paper is, on the one hand, to show some methodological and conceptual tools, between sociosemiotics and cultural studies, related to the use of videogames concerning conflict simulation situations and related to the topic of migrants. Second, we will attempt to show a classroom experiment whose goal was to harness the power of video games to foster a deeper understanding of the challenges faced by migrants. Through the incorporation of game elements such as interactive storytelling, visual dimensions, affective engagement and perceptual understanding, students were able to immerse themselves in a virtual world that simulated the experiences of migrants. This immersive approach allowed students to gain perspective on migration, valuing forms of empathy and a deeper appreciation for the complexities involved. This pedagogical effort aimed to blur the boundaries between academia and pervasive technology, while also using video games as a means of semiotic analysis and educational exploration. The analysis of this experimental pedagogical effort at the University of Modena and Reggio Emilia employed mixed qualitative methodologies, drawing from sociosemiotics and cultural studies to game-based learning.