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Evolution of ICT and, moreover, gaming contents and technologies, let researchers and practitioners to test and employ new digital learning tools based on interaction. Academies spent a huge effort on this topic: there is a vast literature about applications and serious games playable on interactive spaces/floors, touch screens and other interactive environments, trying to define impact of such instruments in learning. While the positive impact of gaming in learning is widely demonstrated and proofed, there still is a variety of unresolved questions. At the Sound and Music Computing laboratories at DEI, UNIPD, research focused on the potential catalysing role that enactive learning, through full-body movement, could have in a learning process. Experiments were produced to investigate this topic: after the experiences coming from “Stanza Logomotoria” and “Harmonic Walk”, also the experience with the “Good or Bad?” game followed this research path. When dealing with discouraging results, the author and his colleagues noticed some flaws in the research approach, that are commonly spread among this research community: the generally short exposure of the test subjects to the game, whose experiences are biased by the “novelty effect” and the poor attention given to the quality of the game experience itself, that results widely far from minimal actual commercial videogame standards. In other words, classic academic approach to serious games treats them as “isolated cases”: tracked experiences are limited in terms of dissemination, access (when can be accessed just in a particular place, with the obvious necessity of sharing the instruments with other people) and time. This fact is very limiting in terms of applications’ exploitation (game’s intrinsic ability to generate a solid long-term engagement on the users/players is wasted). The present study aims at addressing the reported issues by proposing a new educative experience, that exploits serious games and try to break this kind of “isolation”, by creating a proper gaming context designed to catalyse its potential. The idea is to import mechanisms and practices that are a de facto standard in commercial videogames market (e. g. the successful cases of Playstation Network, Xbox Live and Steam Community): author’s goal will be to provide a solution to catalyse players’ experience and stimulate a virtuous competition, in order to fully exploit serious games, through achievement systems and a multiplatform approach. In addition, the proposed paradigm will equip teachers with tools to track users’ performances, collect statistics and actively join ad administer students’ communities. Validation upon students-gamers and teachers’ opinions showed an appreciation for the proposed technologies, with some additional requirements and suggestions for model improvement and refinement. These results stimulated the development of a concrete prototype, which is actually under construction (the PONG project).