Online Learning Platform and Gamification Features Preferences: Gender-Based Analysis Among Estonian Students

This study investigates how gender identity influences student preferences for online educational platforms and specific gamification features within the Estonian education system. By expanding the sample to include non-binary and gender-neutral students alongside male and female participants, the research aims to address a common gap in educational technology literature that typically relies on binary gender classifications. The primary objective is to determine whether personalized gamification strategies are necessary to improve student engagement and learning outcomes.

The research methodology involved a survey of 406 students across 52 schools in Estonia, with a demographic breakdown of 61.6% female, 25% male, and 3.4% identifying as non-binary or gender-neutral. Data analysis utilized both descriptive and inferential statistics, including ANOVA tests, to evaluate preferences for features such as badge collection, point systems, and competitive play. The findings indicate that while platforms like Kahoot and Quizlet are universally popular, specific gamification preferences diverge by gender. Females show a higher preference for badge collection, whereas male and non-binary students demonstrate a stronger inclination toward competing against unknown players. Notably, preferences for point collection remain consistent across all gender groups.

Beyond gender, the study identifies geographical and institutional influences, noting that students in urban centers and private schools exhibit a higher affinity for competitive elements, while rural students tend to favor collaborative and narrative-based features. The results support the conclusion that a one-size-fits-all approach to gamification is ineffective. Because individual preferences are shaped by a complex interplay of social, cultural, and psychological factors, educators should consider these diverse needs when integrating gamified tools to ensure equitable and effective learning environments.