The use of video games is proposed as an effective strategy to address the growing lack of student motivation by integrating the playful dynamics inherent to these resources with the teaching-learning process. In this study, perception and knowledge surveys were administered before and after the use of an educational video game focused on cell biology content. The sample consisted of 40 students who are currently enrolled in or have previously taken courses related to this discipline. The results showed an average increase of 0.07 points in the accuracy rate, suggesting that the video game has significant potential as a reinforcement tool. However, student feedback also revealed various limitations present in the pilot version of the game. These findings demonstrate that the use of video games is a didactic tool with high potential for addressing complex content, such as that found in the field of cell biology.