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

• Autores: Oguz Ak, Birgul Kutlu
• Localización: British journal of educational technology, ISSN 0007-1013, Vol. 48, Nº. 1, 2017, págs. 129-144
• Idioma: inglés
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• Resumen

  • 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. [ABSTRACT FROM AUTHOR]