Аналіз використання інструментарію 2D або 3D графіки в рамках гейміфікації дисциплін

Abstract

This article compares and analyzes two-dimensional and three-dimensional educational games. It aims to determine the suitability of their classifications for different academic subjects. Based on contemporary multimedia learning theories, this study examines how spatial dimensions affect the learning process, student engagement, and cognitive load. The results indicate that a two dimensional environment is more effective for abstract thinking, systematic maintenance, and language- and logic-based tasks by reducing cognitive load. In contrast, a three-dimensional environment provides immersive experiences for spatial representation, physics, human anatomy, and constructivist learning methods. The study's findings emphasize the need to select the scope of the game according to specific educational goals and technical skills