The Effects of Gamification on Students' Gameful Experience According to Their Gender: A Quasi-Experimental Study

Abstract

Contribution: In this full research paper, we offer a quantitative analysis of how gamification influences students' gameful experience within a mobile online learning gamified platform, specifically Duolingo. We explored how these effects vary based on students' self-declared gender, providing valuable insights into the intricate dynamics within gamified educational environments. Background: The use of gameful environments as educational tools has been acknowledged for its potential to yield diverse outcomes in students' learning achievements, encompassing both advantageous and disadvantageous effects. Among the hypotheses regarding the observed diverse outcomes is that gamification may influence individuals' experiences differently based on their inherent traits, such as gamer type, age, and gender. While recent research has made strides in exploring this hypothesis, knowledge regarding how gamification can affect users' experience in gameful environments remains limited. Research Questions: This study aims to address the following question: How does gamification affect students' gameful experience (i.e., accomplishment, challenge, competition, guided, immersion, playfulness, and social experience) according to their self-declared gender? Methodology: To answer this research question, we conducted a quasi-experimental study (i.e., involving the comparison of groups without random assignment), organized in three steps. In the first step, we invited technology students to utilize the gamified platform, Duolingo, for a minimum of 20 minutes. In the second step, participants completed the GAME-FULQUEST, a scale comprising 56 items across seven dimensions, designed to measure their gameful experience while using the platform. They also answered a demographic questionnaire to indicate their gender (following ethical recommendations, we included the options: “male”,”female”, “non-binary” and “I prefer to not disclose”). In the third step, we employed Structural Equation Modeling to analyze the effects of gamification on students' gameful experience, according to their gender. Our sample comprised 110 students, with 42 self-identified as females and 68 as males. Findings: Our results indicate that learners' gender did not affect any of the dimensions of the gameful experience. This result opens up space for several insights into how gamification can affect the learners' experience according to different variables.