Exploring gender as a determinant of game element effectiveness

Student diversity, for example, in terms of gender, characterizes higher education learning settings and presents a challenge for optimally supporting all learners. Digital learning settings are increasingly employed to provide a personalized learning experience. To enhance motivation, game elements, such as points, badges, leaderboards, avatars, and feedback, are commonly used in these settings. However, their impact on performance and motivation appears to vary across genders, and empirical evidence on the effects of individual game elements remains limited. This study systematically examines gender differences in performance, motivation, self-efficacy, and anxiety in response to specific game elements. Therefore, participants solved logical problems in a digital learning setting featuring different combinations of game elements. Results reveal a significant gender difference in the influence of game elements on experienced external regulation, a dimension of motivation. Related research suggests that cultural factors and the learning context might shape gender differences, underscoring the importance of context-sensitive gamification design in digital learning settings.