While many studies have reported the effectiveness of gamification in motivating students and making learning more fun, some others have reported contradictory findings regarding the potential of implementing game elements in an online gamified course. It is recognized that designing a successful gamification is a challenging process. Previous studies have shown that students’ individual differences may impact their gamification experiences. This study complements the available body of research by examining the effect of gender and personality differences on students’ perception of gamification in education. An experiment was conducted in a public university with 189 undergraduate students who took three online gamified courses, based on the self-determination theory, during two academic years. The results showed that gender and personality can affect students’ perception of specific game elements. For instance, females are more likely to find feedback useful than males. Additionally, students low in extraversion are more likely to find a progress bar useful than students high in extraversion. The results also showed that gender moderates the effect of personality on students’ perception of the implemented game elements. For instance, males low in extraversion are more likely to perceive badges’ usefulness in gamified courses than males high in extraversion, whereas females low in conscientiousness are more likely to enjoy feedback than females high in conscientiousness. The findings of this study can help designers and educators personalize their gamified courses’ design based on personality and gender.

虽然许多研究报告了游戏化在激励学生和使学习更有趣方面的有效性，但其他一些研究报告了关于在在线游戏化课程中实施游戏元素的潜力的矛盾发现。众所周知，设计成功的游戏化是一个具有挑战性的过程。先前的研究表明，学生的个体差异可能会影响他们的游戏化体验。本研究通过检查性别和个性差异对学生对教育游戏化的看法的影响来补充现有的研究主体。在一所公立大学进行了一项实验，有 189 名本科生在两个学年里学习了三门基于自决理论的在线游戏化课程。结果表明，性别和个性会影响学生对特定游戏元素的感知。例如，女性比男性更有可能发现有用的反馈。此外，外向性低的学生比外向性高的学生更有可能发现进度条有用。结果还表明，性别可以调节个性对学生对所实施游戏元素的感知的影响。例如，外向性低的男性比外向性高的男性更容易感知徽章在游戏化课程中的用处，而尽责性低的女性比尽责性高的女性更容易获得反馈。这项研究的结果可以帮助设计师和教育工作者根据个性和性别个性化他们的游戏化课程设计。