The experience we present in this article is a response to the difficulty expressed by students in the Intervention of Learning Trains, Communication, Language and Conduct in the Degree of Child Education at the International University of Valencia, in applying theoretical knowledge to practice. In order for students to improve knowledge, know-how and effective implementation of acquired knowledge about disorders, a two-pronged proposal has been designed: 1: strengthening conceptual learning about the characteristics of disorders, and 2: apply knowledge about a case by case in a gamified learning context, through a narrative and challenges they need to overcome. The results have been analysed by means of a questionnaire given to students to reflect on the gamified learning process and an assessment section to measure the degree of acquisition of competences. The conclusion is that gamification is a beneficial element for the acquisition of competences in the subject and at the same time a motivating element for students.