<p>Extended reality technologies are increasingly used in teacher education. For instance, innovations like 360 videos and virtual reality have been shown to be effective in improving future educators’ noticing, self-efficacy, and sense of presence, particularly in simulations of real classrooms. However, little is known about how presence is experienced in immersive recordings of educational gaming environments (i.e., <i>Minecraft</i> or <i>Roblox</i>). This study addresses that gap by examining how pre-service teachers experience presence when viewing a 360 video of a third-grade math lesson set within <i>Minecraft.edu</i>. Using Rasch analysis, we validated the eXtended Reality Presence Scale with a sample of 91 pre-service teachers. We also examined the correlation between presence scores and participants’ field of view (a proxy for visual attention) and compared presence ratings between immersive recordings of a real classroom and a <i>Minecraft.edu</i> environment. Results support the scale as a valid tool for measuring presence in game-based immersive environments. Presence was significantly correlated with participants’ field of view, suggesting that attentional engagement is linked to the experience of presence. However, participants reported lower presence in the <i>Minecraft.edu</i> lesson compared to the real classroom. These findings extend theoretical understanding of presence by demonstrating its variability across extended reality contexts and validating a tool for measuring it in educational gaming environments—an area previously underexplored.</p>