Thermodynamics students often face challenges in understanding and mastering the calculations for the topic of the vapor power cycle. To address this issue, an innovative self-learning material, named EduVPC: i-Learn, was developed. This study aims to determine the potential impacts of using the innovative material of EduVPC: i-Learn by thermodynamics students on vapor power cycle achievement. The study involved two groups of respondents. The experimental group consisted of students who studied vapor power cycles with the support of innovative materials. In contrast, the control group comprised students who received standard lessons only, without any support of innovative materials. A series of demonstrations and activities was designed and delivered to the experimental group during the weekly lesson sessions. A self-assessment consisting of items related to the vapor power cycle was administered to both groups of respondents twice: as a pre-test at the beginning of the learning process or before the treatment process, and as a post-test at the end of the instruction, or after the treatment process. The analyses used in this study were the descriptive statistics, a one-sample t-test, and an independent-samples t-test. The study yielded very encouraging results, indicating that this innovative material can significantly enhance students’ learning and achievement in vapor power cycle topics. The students in the experimental group showed substantially higher vapor power cycle improvement than the students from the control group. The experimental group also showed higher mean scores and high N-gain classification in the self-assessment conducted. This survey may have provided helpful information for course lecturers to encourage thermodynamics students to learn about vapor power cycles using this innovative material.