As a consequence of the Covid-19 pandemic, great challenges have been evidenced in early childhood education, especially in more precarious school areas, where the use of basic virtual technological support strategies was imperative. T his study analyzes the usability of educational video games as a pedagogical and complementary tool in the development of basic childhood education in virtual environments. For this purpose, a pilot project was carried out, introducing the use of educational digi tal game apps as reinforcement of classes in the curricular planning. The free apps of the MIDI-AM series (Children's Educational Interactive Multimedia -Mobile Applications) were used, which were implemented in schools located in one of the most vulnerable marginal areas of the city of Guayaquil (Ecuador). With a mixed qualitative-quantitative methodological approach, longitudinal evaluations were carried out during a school year, through focus groups formed by teachers who received induction on the use of digital techno logies and playful strategies to support their classes. In addition, surveys aimed at children's representatives were conducted, contrasting criteria and opinions against usability and efficiency factors obtained from data records generated in a control panel as par t of the MIDI-AM gaming platform. As a result, six hypotheses are confirmed, identifying several limitations in the use of games such as MIDI-AM, despite the positive effects demonstrated. Additionally, recommendations are presented to overcome the identified obsta cles, seeking to strengthen the use of gamification as a proven form of active learning in a 4.0 education. Especially in periods o f educational virtuality.