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Serious games are gaining an ever-increasing interest of many scholars of the learning process of all educational levels. Important aspects of serious games implementation in education relate to their features, their relevance to pedagogy and learners' views. This quantitative research focused on characteristics of pedagogical departments’ students (gender, scientific background, prior gaming and ICT skills) and factors that affect and shape their learning experience when playing 2D or 3D serious games, ie immersion, enjoyment, perceived usefulnessknowledge improvement, perceived narratives' adequacy, perceived realism, perceived feedback's adequacy, perceived audiovisual adequacy, perceived relevance to personal interests, perceived goal's clarity, perceived ease of use, adequacy of the learning material and motivation. A total of 542 university students participated in the study. A series of non-parametric tests (Mann-Whitney U tests and Kruskal-Wallis H tests) revealed that students preferred the 2D game. Their gender, scientific background and ICT skills did not have an impact on their views. On the other hand, students with high game-playing competence seemed to have a better learning experience, as their scores in most of the factors were higher compared to the ones with lower game-playing competence. Those results led us to consider other aspects/skills of learners beyond ordinary demographics such as self-regulation, spatial cognition and mental rotation and to examine the potential of serious games to improve these skills.