This paper presents the experience gained after transforming an engineering multivariable calculus course into a ludic mathematics workshop using 3D printing and kinetic sand as didactic materials for mathematical modeling. 3D-printed mathematical models were used to visualize extreme and saddle points of surfaces, and as a basis to generate kinetic sand models for direct manipulation of solids bounded by surfaces, thus, facilitating the visualization of regions of integration and the calculation of volumes. The courses where this educational innovation methodology was implemented were statistically contrasted with the courses taught in a traditional way. Our results show a significantly greater mean final grade of students immersed in the ludic environment than those learning in a traditional classroom. In addition, a rule-based sentiment analysis was carried out with students’ written feedback about the teaching–learning experience. The results show a significantly greater mean polarity score for the ludic mathematics workshop than for the traditional classroom.