Insights on the Re-emergence of 2d Games

Jacob Ballagh (BDes)

Carolyn Burr (M.Lead, Grad Dip Couns, BA)

Giorgos Leon Diakos (BA Cand)

Adj Professor Michael Fieldhouse (MBA, BAppSc)

Jose Francis Llenado (RPsy, MA Org Psy, BS Psy)

Why 2D Games Work

Two‑dimensional games have often been perceived as a simpler or outdated alternative to contemporary three‑dimensional immersive experiences. However, in learning‑oriented and assessment‑focused contexts, simplicity may not be a limitation, but a design advantage. Research across cognitive psychology and educational design suggests that 2D game formats may foster more focused engagement, decision‑making, and collaborative reasoning by reducing unnecessary cognitive demands.

Two‑dimensional environments may place fewer demands on players’ cognitive resources because they present information in a stable, planar format. This reduces the need for spatial navigation and depth interpretation. Experimental research comparing 2D and 3D action video games suggests that players in 3D environments require the processing of greater volumes of visual and spatial information, thereby increasing spatial processing demands that may compete with task-focused cognitive resources (Hoseini, Khodadadi, & Khorambakht, 2022).

Principles from the cognitive theory of multimedia learning further explain why less visually complex designs can support learning. This theory emphasises that learners process information through limited visual and verbal channels and benefit most when instructional materials are designed to focus attention on essential content rather than decorative or competing elements (Mayer, 2009; Mayer, 2024). Visually rich or immersive graphics may violate coherence and redundancy principles when they introduce non essential detail that competes for attention without improving understanding. In this context, 2D game interfaces can support more effective learning by guiding attention, structuring information clearly, and reducing perceptual noise.

Importantly, the effectiveness of 2D games does not imply that 3D formats are inferior in all

situations. Research consistently shows that 3D representations can be advantageous when learning goals depend on understanding complex spatial relationships, such as anatomy or engineering visualisation. However, when objectives prioritise reasoning, judgment, collaboration, or behavioural decision‑making, 2D designs may offer clearer cognitive scaffolding by limiting extraneous processing demands and supporting focused engagement (Sweller, 2019, Mayer, 2024).

Taken together, existing research indicates that 2D games are not simply legacy technologies, but cognitively efficient design choices for contexts where clarity, accessibility, and decision‑focused interaction are paramount. Their strength lies in aligning visual form with human cognitive architecture, ensuring that graphical presentation supports rather than competes with learning and performance goals.

The (re)emergence of 2D Games and Cultural Design

Contemporary research within digital humanities and game studies has given renewed critical attention to video games as culturally expressive and emotionally resonant media. Rather than treating games solely as technical artefacts or entertainment products, researchers increasingly examine them as multimodal cultural texts that combine visual design, narrative, interaction, and player participation. Within this context, 2D games remain significant not as obsolete precursors to 3D design, but as enduring and adaptable forms that continue to support creative expression, cultural reflection, and emotional engagement.

This scholarly shift reflects broader transformations in the digital humanities, where analysis has expanded beyond traditional text‑based approaches to include experiential, participatory, and interactive media. Games are especially well suited to this turn, as they invite players to actively engage with systems of meaning rather than passively consume representation. As a result, digital tools are understood not only as mechanisms for preserving cultural heritage, but as platforms that can reframe creativity, identity, and social interaction through play, experimentation, and interpretation.

Research by Poon (2020) demonstrates how 2D graphic art and character design contribute to socio‑emotional engagement in video games. His work shows that visual simplicity, stylisation, and carefully constructed character features can foster emotional connection and player attachment, sustaining interest and enhancing immersion without reliance on photorealism or complex spatial simulation. These findings support the view that 2D design principles play a meaningful role in how players relate to game worlds and characters, emphasising affective experience over technological spectacle.

What Game-Based Learning Actually Does

Game‑based learning refers to the acquisition of knowledge and skills through structured interactive systems that emphasise decision‑making, feedback, and iterative practice.  Effectiveness lies not in entertainment alone, but in the learning conditions games create -  opportunities to experiment without real‑world penalty, immediate feedback on actions, and visible progression over time. 

From an instructional design perspective, cognitive load theory provides a useful framework for understanding why certain game formats may support learning more effectively than others. Research grounded in this theory demonstrates that learning environments are most effective when they minimise extraneous cognitive load and support the organisation of information into transferable mental schemas (Huang & Johnson, 2009; Knox, 2023). Game mechanics that structure attention, pace information delivery, and encourage purposeful action can therefore enhance learning‑relevant processing regardless of graphical realism.

Games also promote a growth‑oriented relationship with failure. Errors are framed as part of progression rather than final judgement, supporting persistence, reflection, and adaptation. These characteristics align with learning theories that emphasise active participation rather than passive information consumption, making game‑based systems particularly suited to contexts where reasoning, judgment, and collaboration are valued outcomes.

Accessibility and Inclusive Design Considerations

An additional advantage of 2D game formats lies in their strong alignment with accessibility and inclusive design principles. Reduced visual clutter, stable perspectives, and clear information hierarchies may lower cognitive and sensory barriers for players. Research in game design education demonstrates that accessibility is not only achievable but teachable, particularly when designers consider visual, auditory, motor, and cognitive needs from the outset (Cezarotto & Chamberlin, 2021).

Industry frameworks further emphasise that inclusive design practices often enhance usability for all players. Clear visual contrast, simplified interfaces, and customisable interaction patterns features more readily implemented in 2D environments can improve focus and reduce unnecessary cognitive burden (Microsoft Game Accessibility Toolkit, 2026). As such, 2D games offer a powerful platform for equitable participation, particularly in learning and workplace contexts where diversity of participants is expected.

The Application to Team-Based Workplace Games

These principles have direct implications for the team-based games developed within the Untapped7 ecosystem. They use 2D interfaces that direct attention to decisions and interactions rather than visual complexity. They involve scenarios where choices have consequences and outcomes are observable. They can generate data about how players respond to different situations, communicate, and engage with others.

When embedded within narrative‑driven scenarios, 2D systems can support collaborative problem‑solving by encouraging discussion, negotiation, and perspective‑sharing among participants. This is inherent in the Team Enablement Series at Untapped7. These interactions align with established principles of game‑based learning, where knowledge emerges through participation rather than instruction alone. Within such environments, observable behaviours such as response patterns, communication styles, and decision sequences can provide valuable insights into individual and team dynamics.

Hence, the case for games serves as powerful tools for development beyond entertainment. As asserted, video games can foster problem-solving, spatial reasoning and encourage perseverance and collaboration through immersive challenges. They also provide socio-emotional benefits, offering outlets for communication and stress relief, while cultivating creativity and adaptive learning strategies. At the same time, their cultural acceptance underscores their potential to act as educational and developmental interventions, making them valuable assets across sectors and contexts.

This Article contains cited materials  from existing evidence-based sources. All referenced content is cited using APA format to ensure academic rigor and transparency. A comprehensive list of references is provided at the base of the article, as well as in text citations is the article sections

Some references in this article were included with the assistance of
AI and organized APA formatting based on the meta tagging of the bulleted journal articles and references

References

Cezarotto, M., & Chamberlin, C. (2021). Teaching accessibility in game design education. International Journal of Game-Based Learning, 11(2), 1–17.

Hoseini, F. S., Khodadadi, M., & Khorambakht, A. (2022). The effect of 2D and 3D action video game interventions on executive functions in male students. Simulation & Gaming, 53(5), 405–422.

Huang, K.-T., & Johnson, T. E. (2009). Instructional game design using cognitive load theory. Educational Technology Research and Development, 58(3), 313–334.

Knox, E. J. M. (2023). Cognitive load and learning design in interactive digital environments. Journal of Learning Sciences, 32(4), 524–548.

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

Mayer, R. E. (2024). Multimedia learning (4th ed.). Cambridge University Press.

Microsoft. (2026). Game Accessibility Toolkit. Microsoft Corporation. https://learn.microsoft.com/gaming/accessibility

Poon, S. (2020). A contagious thrill: Identifying experiential factors for 2D graphic art appeal through character design for video games. In K. W.-S. Kung (Ed.), Reconceptualizing the digital humanities in Asia: New representations of art, history and culture (pp. 155–174). Springer.

Sweller, J. (2019). Cognitive load theory. Springer.