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The integration of 3D modeling tools into STEM education can provide opportunities for creative digital production, technical skill development, and hands-on interaction with course content. This study reports an educational evaluation of Blender-based tutorials implemented in two university courses: Game Development (GD) and Systems of Virtual Reality (SVR). Over four semesters, 420 anonymous questionnaire responses were collected from GD and SVR course offerings with a total enrollment of 532 students. The GD course enrolled 428 students and yielded 342 questionnaire responses, while the SVR course enrolled 104 students and yielded 78 questionnaire responses. This corresponds to questionnaire coverage of 79.9% in GD, 75.0% in SVR, and 78.9% overall. Because valid response counts differed across questionnaire items, the results are reported using item-level valid response counts and interpreted descriptively. Across valid questionnaire responses, many respondents, especially in SVR, reported moderate-to-high confidence in using Blender after the tutorials and self-reported understanding of core modeling concepts. Some GD teams even applied self-created or modified Blender assets in game jam submissions, where Blender use was not required. These findings suggest that Blender-based tutorials can be meaningfully integrated into GD and SVR courses as an introductory tool for 3D modeling workflows. The study provides descriptive evidence of student reception and course-level application, but does not establish causal effects on modeling competence or learning outcomes.