This study focuses on the design, implementation, and evaluation of an interactive 3D virtual learning environment aimed at teaching SQL to novice students. The system leverages technologies such as Unity, Node.js, MySQL, and a GPT-based AI assistant to create a gamified, immersive learning experience. The objective was to support beginners in understanding fundamental concepts of relational databases and SQL through a playful and experiential approach.

The educational design draws upon key challenges identified in the literature, particularly students' difficulties in transitioning from syntactical understanding to deeper conceptual comprehension of SQL structures and relationships. A comprehensive review of existing work informed the development process, including pedagogical strategies for SQL instruction, principles of learning in 3D environments, and the use of serious games for database education. Special attention was given to the role of artificial intelligence in personalizing learning through intelligent tutoring systems.

The technical implementation involved the creation of a multi-level 3D environment in Unity, integrating adaptive content progression, AI-driven guidance, and a variety of mini-games focused on query formulation and conceptual understanding. Features such as progress tracking, performance feedback, personalized responses, and visual cues were embedded to enhance engagement and learning outcomes.

To evaluate the system, an empirical study was conducted with 18 university students. Learning effectiveness was assessed through pre- and post-tests, usability was measured using the SUS methodology, and overall user experience was evaluated via the MEEGA+ model. Despite the limited sample size, the results are promising, indicating positive outcomes in terms of effectiveness, user acceptance, and educational value of the environment.

The implementation represents a first step toward developing an educational environment that harnesses the benefits of 3D virtual worlds to support SQL learning. While the evaluation revealed positive outcomes in terms of both learning effectiveness and user experience, it is important to acknowledge the current version’s limitations and to consider opportunities for further development and refinement.

The following proposals outline realistic and research-informed directions for future work:
(a) enabling instructors to utilize player activity logs for monitoring and assessment;
(b) expanding the system beyond basic SQL commands toward DDL operations;
(c) enhancing personalized support through the GPT-based NPC assistant; and
(d) introducing dynamic challenge generation based on user profiles and progress.

In an educational landscape increasingly focused on fostering active, engaged, and autonomous learners, environments like the one presented here can serve not as replacements for traditional teaching, but as valuable complementary tools. By delivering a personalized experience and enabling students to apply theoretical knowledge in realistic, visualized scenarios, such systems help bridge the gap between theory and practice, and offer new pedagogical possibilities grounded in experiential learning.

Keywords: Education, virtual worlds, unity, SQL.