In recent years, there has been a growing interest in educational methods that can make abstract mathematical ideas more accessible and engaging, to increase critical thinking and transdisciplinary skills. To move away from a classical teaching of technical subjects to increase motivation for learning, we propose a comprehensive approach to teaching applied mathematics, which incorporates gamification, student autonomy, and principles of evidence-based instructional design. This study introduces four digital learning tools developed to support this approach: a Unity-based maze-quiz game designed to encourage active problem solving; a set of interactive worksheets tailored to help students understand Fourier series; a flashcard-based tool focused on memorizing and testing Laurent series through spaced repetition; and a 3D visual tool that allows students to visualize the distances between colors in space, illustrating key concepts in linear algebra and geometry. All four tools are structured using the ADDIE model of instructional design and draw upon well-established educational frameworks, including Self-Determination Theory (SDT) and Problem-Based Learning (PBL). The goal of this research is to explore how interactive, game-based learning environments can improve student engagement, deepen conceptual understanding, and promote self-directed learning in higher education contexts.