An investigation of the factors affecting the perception of gamification and game elements

Abstract

While various studies have investigated the effects of gamification on learning, less concern is paid to investigate the effects of learners' differences on perception of gamification. Therefore, this study investigates the effects of age, gender and gaming frequency differences on the learners' perception of gamification and game elements. In this context, a gamified online Moodle Learning Management System (LMS) was developed where eighty three learners, from a public university in Tunisia, used it to learn "Object Oriented Design Methodology" and "Basic software" courses. The findings showed that gender and gaming frequency do not affect the perception of gamification but they do affect the perception of using game elements. These findings can be exploited by researchers, educators and practitioners to provide personalized and gamified learning experiences.