Digital technology has broadened educational opportunities in science, positioning gamification as a pivotal tool. However, its full potential in enhancing science education has not been thoroughly explored. Addressing this research gap, this study delves into the less examined aspects of gamification within science education. Employing a quasi-experimental design, it assesses the benefits of digital gamification activities, specifically using the CoSpaces Edu application (experimental group), against traditional face-to-face methods (control group). The experimental group engaged in a 3D educational digital game using Cospaces Edu, which was tailored to each grade level and covered topics from the science and technology curriculum. In contrast, the control group participated in a tabletop game addressing the same topics as those presented to the experimental group. The study involved 176 students from grades 4 to 6, focusing on how these methods impact their gameful experiences, motivation to play, and level of immersion. The results of multivariate analyses of covariance revealed statistically significant differences between the groups on all measured variables, highlighting the superiority of the CoSpaces Edu application over face-to-face activities. The study underscores the positive effects of gamification on various unexplored aspects of science and technology education, advocating for the integration of technology and diverse teaching methods. The primary conclusion is that integrating digital games into science lessons significantly enhances students' perceptions of accomplishment, challenge, playfulness, immersion, and motivation to engage in an educational game, compared to traditional face-to-face games. This study reinforces the value of technological integration in science teaching and supports the need for diversified teaching methodologies. Further research is necessary to validate this conclusion, as the study's concentration on particular age groups in a single elementary school limits the generalizability of its results.