Nilratana G.Amornsmankul S.Laesanklang W.Unhapipat S.Mahidol University2026-05-232026-05-232026-06-01Icic Express Letters Part B Applications Vol.17 No.6 (2026) , 581-58821852766https://repository.li.mahidol.ac.th/handle/123456789/116815This study addresses the limitations of traditional teaching methods in fostering spatial reasoning and student engagement by introducing a high-fidelity ThreeDimensional Game-Based Learning (3DGBL) intervention. Utilizing a quasi-experimental design, the research compared an experimental group (N = 220) using a 3D game built with Unreal Engine 5 (UE5) against a control group that received traditional learning (N = 35). The results demonstrate that the 3DGBL approach significantly improved students’ spatial reasoning, as evidenced by a mean test score of 16.17 (SD = 3.37) and a normalized gain of 23.44%. Furthermore, post-intervention surveys revealed a significant increase in student engagement (mean score: 3.63) and overall satisfaction, with students attributing their improved experience to the game’s immersive and interactive nature. Findings suggest UE5’s advanced graphics are more than aesthetic; they play a key role in bridging abstract concepts with practical, hands-on learning. The study highlights the transformative potential of advanced 3DGBL to elevate cognitive development and redefine instructional design in STEM education.Computer ScienceArticleSCOPUS10.24507/icicelb.17.06.5812-s2.0-105038745679