| Summary: | The field of education has evolved significantly in recent years as it has incorporated new pedagogical methodologies. Many of these methodologies are designed to encourage students’ participation in the learning process. The traditional role of the student as a passive receiver of content is no longer considered valid. Teaching in mechanical engineering is no stranger to these changes either, where new learning activities have been designed to complement theory-heavy lectures. These activities take place in both physical and virtual laboratories. In case of the latter, the use of the GIM software (developed at the Department of Mechanical Engineering of the University of the Basque Country UPV/EHU, Spain) is a promising option. In this paper, features of the GIM that are most frequently used to support and exemplify the theoretical concepts taught in lectures are described using a case study. In addition, GIM is integrated into different learning activities to show its potential as a tool for learning and self-evaluation.
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