Exploring Gender as a Determinant of Game Element Effectiveness

Abstract

Student diversity, for example, in terms of gender, characterizes higher education learning settings and presents a challenge for optimally supporting all learners. Therefore, digital learning environments 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 environments. However, their impact on performance and motivation appears to vary across genders, and empirical evidence on the effects of individual elements remains limited. This study systematically examines gender differences in performance, motivation, self-efficacy, and anxiety in response to these specific game elements. Participants solved logical problems in digital learning settings featuring different combinations of the 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 environments.