This study explores the convergence of video games, game-based learning (GBL), and immersive journalism through various storytelling models, including Joseph Campbell's Hero’s Journey. Convergence is examined from multiple perspectives: technical, economic, legal, organizational, and conceptual. The study emphasizes the dual nature of convergence: natural, which is inherent to human nature and social information, and artificial, which is driven by informatization. The research identifies a conceptual convergence that is rooted in universal narrative paradigms and human psychology, largely propelled by technological advancements. This convergence blends artificial and natural systems of information and storytelling. Education, journalism, and games, all communication processes and archaic mythology, share a common goal: to influence their audiences in order to shape perceptions and conclusions about the world. The tools for this influence are storytelling and engagement. With the rise of information integration technologies, these previously independent fields are beginning to converge. Many educational courses tend to follow linear storytelling, which can limit the transformation of knowledge and reflect the increasing influence of business values within education. In contrast, immersive journalism employs spatial storytelling to highlight overlooked events, challenging traditional storytelling formats. Immersive technologies have the potential to transform education by shifting the focus from a linear credit-module approach to a value-oriented education centred on the concept of the “return of the hero.” The study proposes the social cycle of storytelling and presents a convergent model of immersive spatial storytelling, based on the hero's journey. It has been observed that the convergence of game learning and immersive journalism aims for a new quality informed by transformative theory.