Research has demonstrated that successful action video games (AVG) share these basic features: generating high levels of arousal and motivation, giving rewards and providing immediate formative feedback, and increasing their difficulty in an adaptive way (according to the player’s performance) (Green & Bavelier, 2015). All these features in conjunction have been shown to enhance multiple cognitive skills involved in the process of learning. One plausible explanation links the fast-paced movement of AVGs to higher levels of attention leading to a higher demand for cognitive resources. However, most games used in such research are off-the-shelf and non-educational games.Set as laboratory research, this series of behavioural studies intended to further understand how educational learning can be enhanced through technology-based gameplay involving action (the motion of objects). The study draws insights from cognitive neuroscience, psychology and visual cognition to build a gamified task that emulates a computer game in two versions (moving/static objects) to learn prime numbers. A within-participants pre-post test design was followed in all studies. Response time and accuracy were the measures of learning. General results for gameplay show that despite the difficulty that objects in motion entail compared to a static version of the game, accuracy remained higher in the action condition. Additionally, a two-player game mode yielded higher accuracy in the action condition compared to a one-player mode in which no statistically significant difference could be established between the conditions. Despite the higher performance in the action condition during gameplay, results from pre-post test do not allow the claim that numbers learned under the action condition are more remembered than those learned in the static version. This lack of transferability of knowledge is known to the field of computer games and more research is needed to continue this understanding of the underlying mechanisms of learning through video games.