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The aim of this study was to investigate the effectiveness of traditional, 2D and 3D game-based environments assessed by student achievement scores and to reveal student perceptions of the value of these learning environments. A total of 60 university students from the Faculty of Education who were registered in three sections of a required instructional design course participated in the study. Sections were randomly assigned to three groups: traditional, 2D and 3D game-based learning environments. "Mayer's Multimedia Design Principles" learning unit was presented to all groups. Data were obtained through a pre-test, a post-test and a questionnaire. Results revealed that all learning environments supported learning gains, with no differences among them. Additionally, participants valued 2D game-based environments more than 3D game-based and traditional classroom environments. Practitioner NotesWhat is already known about this topic • Games have potential for improving students' learning. • Effectiveness of game-based environments is an open issue.What this paper adds • Students' learning gains in traditional, 2D game-based and 3D game-based environments are all significantly high and there is no significant difference between them. • Students assign significantly higher value to 2D game-based environments compared with 3D game-based and traditional learning environments.Implications for practice and/or policy • 2D and 3D games can be used effectively as educational tools because learning gains show no difference from traditional classroom environments. • 2D games can be used instead of 3D games because students value 2D games more than 3D games although the learning gains are the same.