Gender-based differences in gamification and mobile learning

Abstract

Gender differences in motivation and response to gamification elements suggest that men may be more receptive and motivated by game-like features compared to women. However, women showed a higher favorability toward mobile apps in terms of perceived usability. The effectiveness of mobile apps as a teaching tool may depend on various factors, including subject matter, type of app used, and individual student's learning styles.

The gamification elements used in our app might have a stronger appeal to male students than to female students. Given these findings, tailoring gamification tools to the target audience by considering gender-specific preferences is essential for optimizing user engagement. The educational method employing a mobile application appears to be beneficial, but the evidence suggests that a combined approach, utilizing both traditional methods and the mobile application, may be the most advisable course of action.

In addition to exploring gender differences, future research needs to investigate the long-term impact of gamification on student learning outcomes and retention. While short-term improvements in performance are evident, assessing whether these gains persist over time and contribute to enhanced knowledge retention and transferability of skills is crucial. Longitudinal studies that track students over an extended period will be invaluable in determining the durability and long-term benefits of incorporating gamification in educational interventions. Moreover, future research should explore the specific aspects of gamification that are most effective for different genders, aiming to create more inclusive and effective educational strategies.