Contribution: An innovative approach utilizing interactive software paired with stereoscopic projection hardware is introduced to enhance the teaching and learning of solid-state physics. This method is distinctive for its integration of complex 3-D visualizations directly into classroom instruction, facilitating a deeper understanding of abstract concepts through interactive engagement. Background: This study is motivated by the challenges faced in teaching abstract concepts in a solid-state physics course, such as the energy band theory and Bravais lattices, to undergraduate students. Traditional teaching methods, such as blackboard teaching, or PowerPoint presentations often fail to adequately address these complexities, leading to a significant learning gap. This gap underlines the necessity for innovative educational tools that can bridge theoretical knowledge with practical understanding, applicable globally across educational programs. Intended Outcomes: The primary outcomes targeted by this approach include improved student engagement and learning efficacy, enhanced comprehension and retention of complex physics concepts, and better transfer of theoretical knowledge to practical applications. Application and Evaluation Experiment Design: The teaching tool integrates MATLAB-based interactive software with hardware utilizing the "Pepper Ghost" technique for 3-D stereoscopic visualization. This approach aims to foster an interactive and engaging learning environment, allowing complex physics concepts to be visualized intuitively. Assessment of learning effectiveness is carried out through the design of targeted questions, participant recruitment, and statistical analysis of questionnaire responses. Findings: Noticeable improvements in performance on both retention questions and transfer questions are observed, indicating that students exposed to this new teaching approach benefit in knowledge retention and application compared to those who experienced traditional teaching methods. These findings highlight the effectiveness of the integrated teaching tool in enhancing teaching outcomes in physics, suggesting its potential broad applicability in other fields.