The aim of the paper is to analyse and discuss the results of research concerning the development of historical concepts by Greek primary education pupils when engaged in a history game based on ICT. For purposes of the research, an experimental intervention was implemented. It was addressed to 67 pupils aged 10-11 years old, using an application of a three-dimensional mixed/augmented reality with Physical User Interfaces that operated as an interactive timeline and promoted embodied learning. Knowledge, perceptions, and performances of these sample children were examined through pre-/post-tests and semi-structured interviews. The analysis of the results indicates that participants' chronological understanding and ability to handle temporal concepts, dates and chronological abbreviations was significantly improved through somatic activation, the characters of a narrated story, and the objects integrated in the timeline application.