Comparing 2D and 3D game‐based learning environments in terms of learning gains and student perceptions

Abstract

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.

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