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.