This poster presents an innovative proposal for the development of a digital application for learning in the humanities, based on teaching experiences with first-year students at Universidad Pontificia Comillas. The project centers on the creation of a virtual reality (VR) environment that reconstructs the seventeenth-century Imperial College Library and Chapel in Madrid, offering students an immersive and interactive learning experience that bridges historical knowledge and technological innovation through gamification strategies and microcredential-based content.

The development process begins with content design informed by the learning profiles of digital-native students, who favor visual and experiential approaches. Historical and literary sources are analyzed by humanities scholars, while engineering faculty apply advanced modeling tools to ensure technical accuracy. VR models are developed using SketchUp, TinkerCAD, and Fusion, and disseminated via platforms such as SketchUp Viewer and Sketchfab. Complementary learning resources include video lectures produced with OBS Studio and iMovie, interactive questionnaires created with Microsoft Forms, and gamified activities designed in Genially, including escape rooms and puzzles based on the artistic features of the chapel’s dome.

The application integrates problem-based learning (PBL) and challenge-based learning (CBL) methodologies, encouraging students to address real-world challenges such as improving accessibility to cultural heritage. Co-teaching between humanities and engineering faculty fosters interdisciplinary collaboration, ensuring a balance between cultural interpretation and technical precision. The design is grounded in the Jesuit Pedagogical Paradigm, promoting active learning, critical thinking, and ethical engagement.

From a technical standpoint, the application complies with the UNE 71362 standard for digital educational materials, ensuring quality and alignment with defined learning objectives. The associated microcredential is delivered through the Moodle platform at Universidad Pontificia Comillas, which provides learning analytics to monitor student engagement and progress. Gamification elements—such as QR-linked puzzles and interactive VR tours—enhance motivation and deepen understanding of cultural heritage.

The project aligns with European Commission and OECD guidelines for microcredentials, emphasizing transparency, relevance, and portability. These short, flexible learning units complement traditional courses and support lifelong learning, making them particularly suitable for Generation Alpha learners. By integrating digital humanities tools with immersive technologies, the application democratizes access to cultural heritage and supports the development of skills relevant to the evolving labor market.

Initial pilot results indicate significant improvements in student engagement and content comprehension, although first-year students may require additional scaffolding to support autonomous learning. Future iterations will focus on refining content sequencing, expanding accessibility, and adapting the model to other educational contexts.

In conclusion, this project presents a validated strategy for designing digital applications in the humanities that merge historical scholarship with advanced technologies. Through the integration of VR, gamification, and microcredentials, it offers a scalable, student-centered model that enhances learning, fosters creativity, and bridges tradition and innovation.