This paper presents a pedagogical experience designed for students of the Bachelor's Degree in Industrial Design Engineering and Product Development, aimed at enhancing both digital competence and creative thinking through the use of LEGO Studio, a virtual tool for 3D modeling and animation of LEGO constructions.

The primary objective of the course was to foster the students’ ability to conceptualize, model, and communicate three-dimensional ideas in a digital environment. The learning process was centered on an active and playful methodology, using LEGO bricks as a design language that is simultaneously accessible, familiar, and flexible. The course challenged students to develop their own models using three approaches: building entirely new creations from scratch, digitally reconstructing existing LEGO sets to understand their internal logic and structure, and finally, modifying those pre-built models to adapt them to new functional or aesthetic goals.

This combination of creative freedom and structured replication proved to be particularly effective. By first analyzing existing models, students learned key design strategies related to balance, proportion, modularity, and mechanical articulation. Then, through modification and original creation, they applied those strategies in new contexts—experimenting with visual storytelling, product aesthetics, and spatial composition. These processes are closely aligned with real-world tasks in industrial design, such as reengineering, redesign, and prototyping.

The students produced a diverse range of digital models, including architectural compositions, abstract objects, and character-based scenes. Notably, many of the projects were inspired by well-known cultural universes such as Star Wars, Minecraft, and The Lord of the Rings. Students recreated iconic ships, environments, and characters from these franchises, and then reinterpreted or modified them according to their own creative vision and design goals. These themed models not only enhanced engagement but also allowed students to explore storytelling, fan-based design culture, and the visual translation of fictional concepts into 3D forms.

These outputs served not only as evidence of their digital skills, but also as a portfolio of applied creativity. The project-based assessment allowed students to reflect critically on their decisions, document their workflows, and justify modifications from a design perspective.

Throughout the course, students demonstrated a notable improvement in their technological fluency—especially in using 3D environments, managing parts and assemblies, applying materials and lighting, and producing high-quality visualizations. At the same time, they strengthened key transversal skills such as planning, spatial reasoning, and visual communication. The learning environment also encouraged autonomy, curiosity, and play, which contributed to increased engagement and motivation.

In conclusion, this experience confirms the value of integrating accessible, game-based platforms like LEGO Studio into design education. It promotes a type of digital literacy that is both applied and creative, and it allows future professionals in industrial design to explore the intersections between virtual prototyping, expressive modeling, and user-centered innovation. By bridging technical competence and imaginative exploration, this approach prepares students to face complex design challenges with confidence and flexibility.

Keywords: Lego, Education, 3D, Visualization, rendering, animation.