abstract
- Gamification has been used as a resource to improve learning experiences in recent years. However, there is a lack of research on the dominance and gender impact of gamification. The present study includes a role-play game board designed and applied to students attending two anonymous private junior highs. In the game, volunteer students had to develop possible solutions for a city's problems. After the game, the students answered an online Google Forms survey using the GAMEX index for assessment. The analyzed results showed that male students tend to have a higher GAMEX mean, indicating more perceived meaningful learning experiences. Dominance is one of the game elements measured by the GAMEX scale and includes four items: Affective (affectation), control, autonomy, and confidence. Among female students, confidence was the only item where they perceived a highly gamified experience with the current design. The study results highlight the importance of considering the difference in perceived learning due to gender. © 2023 IEEE.