This article presents a study on the development and use of a physics simulator built in a virtual world as a pedagogical resource. The simulator explored game and immersion elements to promote students’ learning and engagement in the teaching of body collision concepts. New possibilities for interaction and collaboration emerge in this simulation model. The development of the simulator refers the student to a amusement park, in which he interacts with one of his attractions, Carro Choque. Rather, a system which allows only the display of a phenone and presents the correct answer, the simulator seeks to help the pupil observe the phenone and better understand the concepts associated with it, formulate its own hypotheses and conclusions on the basis of the problems created. For validation of the search, I used the simulator with an 8th series of key education to observe evidence of students’ learning and engagement in the proposed activities. The participants in the search went through five observation steps, following a constrained methodology. From accompanying students in experiments, it was noted that the interactivity and immersion provided by the virtual environment provides a higher level of engagement with students and showed facilitators of learning processes related to the physical phenone considered.