Enhancing Creative Thinking, Spatial Visualization, and Emotional Engagement through 3D Digital Learning Environments in Engineering Education for Sustainable Development
DOI:
https://doi.org/10.16920/jeet/2026/v40is1/26158Keywords:
3d Digital Learning, Creative Thinking, Digital Learning, Emotional Engagement, Geometry Education, Spatial Visualization, Sustainable Development Goals.Abstract
This study investigates the relationships between the use of three-dimensional (3D) technology, creative thinking, spatial visualization, and emotional engagement as foundational competencies for future engineering education. This study adopted a cross-sectional correlational design with purposive sampling and structured instruments using Likert scales to measure cognitive, technological, and affective variables. Descriptive statistics, Pearson correlation, and multiple regression were used to analyze data. The results showed that all the variables had a positive relationship. The strongest predictor of emotional engagement was creative thinking, followed by 3D technology use and spatial visualization, both of which had significant positive effects. Students use interactive 3D to investigate geometric and spatial concepts and enhance cognitive processes. This is important to engineering learning. The findings shed light on the potential of adaptive digital environments in fostering spatial, creative, and affective competences and supporting technology-enhanced pathways toward engineering education and SDG 4.
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