This study explores the implementation of a webbased gamification platform, Fred!, designed to enhance student engagement and motivation in STEM higher education. Grounded in Self-Determination Theory, the platform integrates short-term, medium-term, and long-term achievements, token-based rewards, and peer collaboration. A total of 270 undergraduate students from chemistry courses participated in the study, divided into experimental (gamified) and control (traditional) groups. Two constructs-perceived usefulness and perceived ease of use-were evaluated through adapted Likert-scale items. Results from confirmatory factor analysis supported the two-factor model with high reliability across both groups. A significant difference was found in perceived ease of use, favoring the experimental group. While no global differences emerged for perceived usefulness, local analysis revealed variation at lower score percentiles. Findings suggest that gamification can be implemented effectively and perceived as easy to use when supported by a dedicated platform. Implications for broader applications and future research directions are discussed.
