This article examines the implementation of a digital breakout inspired by the series Black Mirror within the Masters’ in Teaching Program at the University of Granada (Spain). The primary aim was to assess its impact on students’ creative thinking, enjoyment, and absorption during the course ‘Learning and Teaching of Physical Education’. The methodology employed a mixed-methods approach, utilizing the GAMEX scale for quantitative analysis alongside open-ended qualitative feedback. Results indicated high mean scores in creative thinking ( \({\overline{\text{X}}} = 4.62\) ), enjoyment ( \({\overline{\text{X}}}\)  = 4.5), and absorption ( \({\overline{\text{X}}}\)  = 4.35). Qualitative feedback highlighted how the immersive experience not only sparked creativity but also fostered problem-solving skills, linking theoretical content to practical application. While some students reported frustration, many noted the opportunity to develop emotional resilience and management skills crucial for future educators. This study contributes to the growing body of literature on game-based learning in higher education, emphasizing its role in enhancing pedagogical competencies. The results advocate for innovative teaching strategies that integrate narratives and interactive elements to foster deeper learning and engagement among pre-service teachers.