Non-gamified Version Research Articles

Mastering the Game: How Level Structure and Game Elements Shape Competency Acquisition

Understanding the dynamics of level structure and game elements in digital educational games is paramount to fostering competency acquisition. How levels are organized within a game, along with the use of various game elements, has a significant impact on the learning outcomes and skill development of individuals. Through the strategic design and implementation of these components, educational games can effectively engage learners and facilitate the acquisition of competencies in multiple domains. In addition to structure, the integration of gamification elements can have a profound impact on learner engagement and sustainable skill acquisition. Therefore, a key element for the success of a serious game is to create appropriate personalization and a balanced relationship between learning and gaming experience. As a result, a mini-game called "Basketball Physics Challenge" has been designed to be integrated into an intelligent, adaptive physical learning game centered around force and motion as part of an ongoing research project. By playing the game "Basketball Physics Challenge", players will apply their understanding of basic physics principles in a realistic, interactive, and virtual setting. An experimental design was used to test the mini-game, in which a gamified and a non-gamified version were used and compared. 20 participants completed the experiment, and their learning progress was meticulously tracked. Using competency-based knowledge space theory, the mini-game facilitated in-game competency assessment, enabled monitoring of learning progress, tailored learning experiences, and provided individualized formative feedback. The pilot was used to develop and implement a competency model that will be the subject of future in-depth studies. The results indicated that the gamified version of the game led to slightly higher engagement and performance levels compared to the non-gamified version, although the difference in learning outcomes between the two versions was not statistically significant. The analysis also showed that an optimal number of levels and a balanced integration of game elements are crucial for maintaining engagement without causing cognitive overload. Furthermore, the order in which the game versions were presented affected player performance, with initial exposure to gamification leading to better outcomes. These findings provide valuable information for the design of educational games and their effectiveness in skill acquisition. This research supports the development of powerful educational technologies that enhance learning through a coherent level structure and meaningful use of game elements that effectively promote learner engagement.

Optimizing Remote Health Monitoring for Digital Platforms: Evaluating the Efficacy of Gamification in Enhancing Data Collection.

In recent years, the integration of game-like elements into non-gaming contexts has shown promise in enhancing user engagement and motivation. This study assesses the impact of gamification elements on data collection efficacy in m-health applications. An ad-hoc mobile application was developed and used in a randomized two-arm pilot study. Participants interacted either with the gamified meal-logging application or with its non-gamified version for ten days. The results from this study emphasize the benefits of incorporating gamification techniques into health applications embedded in digital platforms. While both versions were well-received, reaching high System Usability Scale (SUS) scores (91 and 93.5) and generally positive feedback, the gamified app demonstrated a distinct advantage in promoting user engagement and consistent data logging. This highlights the importance of gamification in health research, suggesting its potential to ensure thorough and consistent data collection, which is essential for producing reliable research outcomes.

Comparison of gamified and non-gamified mixed reality in enhancing museum visitor engagement, motivation, and learning outcome

ABSTRACT This study, conducted at the Wieng Yong House Museum in Lamphun, Thailand, examines the impact of gamification within mixed reality (MR) experiences on visitor engagement, motivation, and learning outcomes. Utilizing a comparative approach, the research contrasts Gamified and Non-Gamified Mixed Reality groups. To facilitate this evaluation, we developed two versions of mixed reality applications: a Gamified Mixed Reality version incorporating interactive game elements such as leaderboards, progress maps, badges, levels, and quizzes, and a Non-Gamified version without these gaming elements. The findings reveal that while gamification notably enhances the reward dimension of visitor engagement, its influence on other motivational dimensions, overall engagement, and learning outcomes is less pronounced. Behavioral data analysis indicates that the Gamified Mixed Reality group exhibited a 30 percent increase in both total and average duration of museum interaction, suggesting a heightened level of visitor engagement. Despite these findings, the study suggests that the implementation of gamification in mixed reality might be more suitable for larger museums with sufficient resources to support extensive MR setups. The research underscores the nuanced effects of gamification in educational museum settings, providing essential insights for cultural institutions considering the adoption of MR technologies.

Gamified versus non-gamified online educational modules for teaching clinical laboratory medicine to first-year medical students at a large allopathic medical school in the United States

BackgroundMedical educators seek innovative ways to engage learners efficiently and effectively. Gamification has been explored as one way to accomplish this feat; however, questions remain about which contexts gamification would be most useful. Time constraints and student interest present major barriers for teaching laboratory medicine to students. This study aims to compare two versions of an interactive online module, one gamified and one not, for teaching laboratory medicine concepts to pre-clinical medical students.MethodsFirst-year medical students reviewed either a gamified or non-gamified version of an interactive online module in preparation for an in-person flipped classroom session on Laboratory Medicine. Learning theory guided the design of the modules and both contained identical content, objectives, and structure. The “gamified” module included the additional elements of personalization, progress meters, points, badges, and story/role play. After reviewing the module, students completed an anonymous knowledge check and optional survey.ResultsOne hundred seventy-one students completed the post module knowledge check as assigned (82 gamified, 89 non-gamified). Knowledge check scores were higher for the students who reviewed the gamified module (p < 0.02), corresponding to an effect size of 0.4 for the gamified module. Eighty-one students completed optional post-module surveys (46 gamified, 35 non-gamified). Instructional efficiency was calculated using task difficulty questions and knowledge check scores, and the resulting instructional efficiency was higher for the gamified module. There was no significant difference in the student-reported time required to complete the modules. Additionally, both versions of the module were well received and led to positive ratings related to motivation and confidence. Finally, examination of open-ended survey results suggested that the addition of game elements added value to the gamified module and enhanced engagement and enjoyment.ConclusionsIn this setting, the addition of gamification to an interactive online module enhanced learning outcome, instructional efficiency, student engagement and enjoyment. These results should inspire further exploration of gamification for teaching Laboratory Medicine concepts to pre-clinical medical students.

PRIUS: Applying Gamification to User Stories Prioritization

In the context of agile development methodologies, due to the volatile nature of requirements and constant changes, prioritizing requirements is often a problem. Requirements prioritization is a complex, collaborative, continuous, cyclical, and laborious process, resulting in low engagement. Gamification is a viable strategy for improving engagement in such processes, as it enhances activities by promoting experiences akin to those found when playing games. This paper proposes a gamified approach, called PRIUS, for requirements prioritization in agile software development. The approach combines a requirements prioritization technique - Wiegers Matrix - with game elements, aiming to promote stakeholders' engagement in the activity. The PRIUS Gamified approach was developed, and a supporting system was implemented. They promote the integration of gamification elements for prioritizing agile artifacts asynchronously. A controlled experiment was conducted, comparing the gamified version of PRIUS with a non-gamified version in an academic environment. The results suggest that the gamified approach positively impacts some aspects of engagement of users in requirements prioritization using agile software development.

Gamified spatial release from masking and relationships with self-reported auditory difficulties

Many individuals with and without hearing loss, including those with a history of traumatic brain injury (TBI), often report difficulties understanding speech in noise that are not well predicted by common behavioral measures. Recent work in the gamification of behavioral auditory tasks has led to the development of measures that aim to better mimic the demands of real-world auditory environments through the use of video game features that engage and motivate the user. This study examined the effects of gamification on a spatial release from masking (SRM) task in 37 adults who ranged in age, hearing sensitivity, and history of TBI. Participants completed a gamified and non-gamified version of the SRM task on an iPad using the Portable Automatic Rapid Testing (PART) application. Regression models were used to assess whether gamification had an effect on SRM and whether participant age, hearing sensitivity, or history of TBI differentially impacted results. This study was also designed to determine whether performance on the gamified SRM task was predictive of self-reported auditory difficulties that were measured using three hearing health questionnaires. Results of this work will have important implications for the development of clinically useful gamified tasks that better replicate real-world auditory environments. [R01DC018166, VA CDA1 RX003187]

Impacts of Gamification Learning Approach on Student’s Performance and Perception During Covid 19 Post Pandemic 2021 In Indonesia New Normal Learning Setting

This study aims to determine the impact of student performance and perceptions of those taught with a gamification learning approach compared to students in rote classes on their academic reading comprehension during COVID 19 Post-Pandemic 2021 in Indonesia's New Normal learning setting. A quasi-experimental study design with pre-test and post-test control groups was used. Students are allocated to one of two versions of the program's learning environment at random: the gamified version or the original non-gamified version. The results of the pre-post test through the Independent Sample T-Test found a significant value which proved that the Gamification Learning Technique was also more effective than the rote learning method. Questionnaires were used to collect data regarding opinions related to gamification elements and it was found that most students chose "strongly agree" to "agree" with positive statements about research. In conclusion, gamified learning is recommended to make learning more enjoyable, even without fully solving some of the motivational challenges students face.

Gamification improves antidepressant effects of cognitive control training-A pilot trial.

Computerised cognitive trainings have been put forward to improve control over negatively biased information processing and associated depressive symptomatology. Yet, disease-related impairments of motivation and endurance, as well as insufficient accessibility hinder use of this promising therapeutic opportunity. Here, we developed an app (de:)press© ) that utilizes a cognitive control training (paced auditory serial addition task) enriched with gamification and information elements. We compared a six-week training with de:)press© to a non-gamified version (active control group). Thirty-two depressed participants were included. Each received either de:)press© or the non-gamified version and was instructed to train three times per week for two weeks. Afterwards (four weeks) they were free to train at their own discretion. Depression severity was assessed during training and two follow-up sessions. Primary endpoint was defined as difference between groups [change of Montgomery-Åsberg Depression Rating Scale (MADRS)] four weeks after end of training. Depression severity decreased in both groups. At primary endpoint, MADRS scores were significantly lower in the de:)press© -group compared to the control group. No differences were observed at three months' follow-up. Intervention usability was consistently rated positively. Participants who had trained with de:)press© maintained the recommended training frequency without further prompting. Besides transient fatigue or frustration, no adverse effects were observed. This pilot demonstrates that gamification and information elements can substantially increase cognitive control training efficacy in alleviating depressive symptoms. Moreover, it provides first evidence for the feasibility and efficacy of de:)press© as an add-on intervention to treat depression. The study is registered under ClinicalTrials.gov, identifier: NCT04400162.

Seeing the Invisible: A VR Approach to Radiation Attenuation Visualization for Nuclear Engineering Laboratory Practices

The principle of “As Low As Reasonably Achievable” or ALARA is taught through laboratory practices composed of lectures and simulations to maintain the radiation exposure at a minimum. Hands-on practices are limited due to the health risks associated with radioactive exposure, leading to the development of virtual, augmented, and mixed reality simulations that pose no harm to trainees. This article presents the development of a virtual reality (VR) model for attenuating radiation visualization during runtime, employing numerical simulation with VR. Our attenuation model responds dynamically to the environment and does not rely on precalculated radiation fields as other works in the literature. Our approach also includes game elements to enhance the laboratory experience. Our goal is to understand the effects of the virtual environments on usability, engagement, completion time, and radiation dose exposure. Preliminary results indicate that the gamified version was found more engaging as participants felt more competent, less frustrated, and more immersed; it was also perceived as more usable with a SUS score of 81.87/100 in comparison to the nongamified with a SUS score of 58.12/100. Participants were faster when completing the nongamified version with an average of 103.28 ± SD 41.26 s in comparison to 175.31 ± SD 91.16 s with the gamified version. Finally, participants received 2.11 mSv less dose exposure with the nongamified version. We believe that practicing the ALARA principle in VR can offer insights on how trainees approach and work around radiation sources, as not necessarily the faster completion results in less exposure.

Gamified environmental interpretation as a strategy for improving tourist behavior in support of sustainable tourism: The moderating role of psychological distance

This study aims to identify whether gamified environmental interpretation may contribute to improving the sustainability of tourist destinations. It seeks to establish whether gamified environmental interpretation exerts a greater effect on tourists, in terms of their pro-environmental knowledge, attitude, and behavior, than a non-gamified version; whether these variables are affected by the psychological distance; and whether psychological distance moderates the effect of environmental interpretation (gamified vs. non-gamified) on the tourist. Using a quasi-experimental design, a gamified vs. non-gamified environmental interpretation experience is manipulated and the comparative results analyzed. The results show that the effect of environmental interpretation on tourists differs according to psychological distance; this effect is more marked when the participant perceives the destination to be near. However, in the case of gamified environmental interpretation, regulatory construal fit is detected, which intensifies the effect on pro-environmental knowledge, attitude, and behavior among those for whom the psychological distance is greater.

Are They Learning or Playing? Moderator Conditions of Gamification’s Success in Programming Classrooms

Students face several difficulties in introductory programming courses (CS1), often leading to high dropout rates, student demotivation, and lack of interest. The literature has indicated that the adequate use of gamification might improve learning in several domains, including CS1. However, the understanding of which (and how) factors influence gamification’s success, especially for CS1 education, is lacking. Thus, there is a clear need to shed light on pre-determinants of gamification’s impact. To tackle this gap, we investigate how user and contextual factors influence gamification’s effect on CS1 students through a quasi-experimental retrospective study (\( N = 399 \)), based on a between-subject design (conditions: gamified or non-gamified) in terms of final grade (academic achievement) and the number of programming assignments completed in an educational system (i.e., how much they practiced). Then, we evaluate whether and how user and contextual characteristics (e.g., age, gender, major, programming experience, working situation, internet access, and computer access/sharing) moderate that effect. Our findings indicate that gamification amplified to some extent the impact of practicing. Overall, students practicing in the gamified version presented higher academic achievement than those practicing the same amount in the non-gamified version. Intriguingly, those in the gamified version that practiced much more extensively than the average showed lower academic achievements than those who practiced comparable amounts in the non-gamified version. Furthermore, our results reveal gender as the only statistically significant moderator of gamification’s effect: in our data, it was positive for females but non-significant for males. These findings suggest which (and how) personal and contextual factors moderate gamification’s effects, indicate the need to further understand and examine context’s role, and show that gamification must be cautiously designed to prevent students from playing instead of learning.

The use of gamification in environmental interpretation and its effect on customer-based destination brand equity: The moderating role of psychological distance

This study seeks to contribute to the literature dealing with the formation of customer-based destination brand equity (CBDBE) using an environmental interpretation strategy. It aims to establish whether (i) participation in an environmental interpretation experience with a gamified design may exert a greater effect on CBDBE than participation in a non-gamified version; (ii) CBDBE is influenced by the tourist's psychological distance relative to the destination in question; and (iii) psychological distance moderates the effect of environmental interpretation (gamified vs. non-gamified) on CBDBE. A quasi-experiment is designed in which the environmental interpretation is manipulated (gamified vs. non-gamified). The results show that the effect of a gamified environmental interpretation experience on CBDBE is greater than that of a non-gamified version; and that it is greater among participants who perceive the destination to be psychologically near. The study also finds that there is a regulatory construal fit between the use of a gamified design and psychological distance, such that perceived psychological distance exerts a moderating effect on the relationship between interpretation type (gamified vs. non-gamified) and CBDBE. It is identified that, when the destination is perceived to be psychologically distant, the gamified environmental interpretation generates significantly greater CBDBE than the non-gamified version. By contrast, when it is psychologically near, there are no significant differences in CBDBE between a gamified and a non-gamified environmental interpretation experience. These results are relevant both for the literature and for the professional tourism sector, which, by its very nature, operates in an international context. • A quasi-experiment tests gamified vs. non-gamified environmental interpretation. • Gamified environmental interpretation (vs. non-gamified) has greater impact on CBDBE. • The nearer the tourist's psychological distance, the greater the effect on CBDBE. • A regulatory construal fit renders on the effect on CBDBE with psychological distance.

Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study

There are many claims that gamification (i.e., using game elements outside games) impact decreases over time (i.e., the novelty effect). Most studies analyzing this effect focused on extrinsic game elements, while fictional and collaborative competition have been recently recommended. Additionally, to the best of our knowledge, no long-term research has been carried out with STEM learners from introductory programming courses (CS1), a context that demands encouraging practice and mitigating motivation throughout the semester. Therefore, the main goal of this work is to better understand how the impact of a gamification design, featuring fictional and competitive-collaborative elements, changes over a 14-week period of time, when applied to CS1 courses taken by STEM students (N = 756). In an ecological setting, we followed a 2x7 quasi-experimental design, where Brazilian STEM students completed assignments in either a gamified or non-gamified version of the same system, which provided the measures (number of attempts, usage time, and system access) to assess user behavior at seven points in time. Results indicate changes in gamification’s impact that appear to follow a U-shaped pattern. Supporting the novelty effect, the gamification’s effect started to decrease after four weeks, decrease that lasted between two to six weeks. Interestingly, the gamification’s impact shifted to an uptrend between six and 10 weeks after the start of the intervention, partially recovering its contribution naturally. Thus, we found empirical evidence supporting that gamification likely suffers from the novelty effect, but also benefits from the familiarization effect, which contributes to an overall positive impact on students. These findings may provide some guidelines to inform practitioners about how long the initial contributions of gamification last, and how long they take to recover after some reduction in benefits. It can also help researchers to realize when to apply/evaluate interventions that use gamification by taking into consideration the novelty effect and, thereby, better understand the real impact of gamification on students’ behavior in the long run.

Improving Sleep-Wake Behaviors Using Mobile App Gamification

Gamification can be used to encourage people to perform challenging tasks. Gamification can also be useful in altering unwanted habits and enhancing subjective well-being. Everyday health is affected by sleep-wake habits to a significant extent. Therefore, we can come across gamified products and mobile applications related to subjective well-being and sleep/wake activities. This paper presents a study investigating whether gamification can be used to affect sleep-wake behaviors in a positive way. The paper presents a quantified relationship between wake-up, go-to-sleep, work (start) hours and gamified features. For this purpose, a gamified mobile alarm clock application called theSleepy Birdwas designed, created and tested in a user study. The study included twenty-six participants in an A-B experimental set-up: thirteen participants using a gamified version and thirteen participants using a non-gamified version of the app for two weeks. The participants who used the non-gamified version had a poorer motivation to begin their day at the required times in comparison to those who used the gamified version. It was also observed that gamification made favorable modifications to participants’ sleep-wake behaviors.

Nursing students' evaluation of a gamified public health educational webinar: A comparative pilot study.

AimTo compare undergraduate nursing students’ evaluations of a gamified educational webinar to a non‐gamified version. Both webinars covered the topic “Determinants of health,” part of public health education.DesignA post‐test evaluation design with a comparison group, and an additional qualitative component.MethodsFirst‐year students reading for a Bachelor of Science in Nursing at the Malta College of Arts, Science and Technology were randomly allocated into two classes of 26 students each, and to the gamified and non‐gamified webinars. The revised “Students Evaluations of Educational Quality” questionnaire was sent to all participants. Participants were also asked to provide comments on their learning experience.ResultsA total of 40 participants who attended the gamified and non‐gamified webinars completed the questionnaire. Educational quality was perceived as “good” to “very good,” in both groups. Most participants in the gamified webinar group remarked that gamification helped to increase their engagement and interaction.

Gamification and SQL

Gamification, defined as the integration of game elements into non-gaming environments, is a promising approach to increase student engagement, motivation, and performance in Computer Science and Software Engineering education. This viewpoint encouraged the creation of QueryCompetition, a web system that allows students to practice SQL in a competitive environment. Our goal was to obtain empirical evidence on how gamifying elements, such as challenges, points, and leaderboards, integrated into QueryCompetition, affect student performance, motivation, and user experience. We carried out a quasi-experimental study with two groups in a Database course. One group used a gamified version of QueryCompetition having access to points and leaderboards, while the other used a non-gamified version with no access to the above mentioned elements. Quantitative and qualitative data were collected through tests and a survey. The results showed that there was a statistically significant improvement in student performance in the gamified group as compared to the non-gamified group. In addition, a higher motivation was observed in the gamified group. The empirical evidence presented in this article supports the claim that inclusion of challenges, points, and leaderboards, together with the competitive nature of QueryCompetition, impacts positively on student performance and motivation to practice SQL.

Investigating the Potential of Gamification to Improve Seniors’ Experience and Use of Technology

A non-negligible proportion of seniors rarely uses new technology. Far too often, these rather tech unexperienced seniors struggle with new soft- or hard-ware, that do not provide easy access. As a result, some seniors avoid or completely desist to further use “these modern technologies” and consequently miss out on the benefits of digital age. Game-inspired design is supposed to be a promising way to overcome some perceived barriers of seniors by providing hedonic value during early interaction. Previous research has shown that game-inspired design is suitable to motivate seniors’ use of Health-IT. To investigate its potential to facilitate the use of information and communication technology (ICT), an experimental study was conducted. The study investigated the appeal of various gamification features, which were embedded in a prototype of an ICT learning software and compared it to a non-gamified version of the software. Results indicate that the concept of gamified ICT learning software appeals to seniors in general, but that the acceptance of different gamification features is quite diverse. A clear-cut superiority of adding gamification to the software was not found. After interacting with both software versions, seniors in around equal parts preferred either the non-gamified version, the gamified version, or could not decide. Those seniors that clearly favored the gamified version were particularly fond of continuous positive feedback and receiving rewards for each task they have accomplished. Whereas the remaining seniors rather disliked the intensive endorsement through these two features and decided against the gamified version, albeit they liked many of the other game features. Our results underline the necessity of following a user-centered design approach when developing game-inspired applications, and the need for an individualized use of gamification elements to meet the needs of the heterogeneous group of senior users.

The impact of gamification on students\u2019 learning, engagement and behavior based on their personality traits

The gamification of education can enhance levels of students’ engagement similar to what games can do, to improve their particular skills and optimize their learning. On the other hand, scientific studies have shown adverse outcomes based on the user’s preferences. The link among the user’s characteristics, executed actions, and the game elements is still an open question. Aiming to find some insights for this issue, we have investigated the effects of gamification on students’ learning, behavior, and engagement based on their personality traits in a web-based programming learning environment. We have conducted an experiment for four months with 40 undergraduate students of first-year courses on programming. Students were randomly assigned to one of the two versions of the programming learning environment: a gamified version composed of ranking, points, and badges and the original non-gamified version. We have found evidence that gamification affected users in distinct ways based on their personality traits. Our results indicate that the effect of gamification depends on the specific characteristics of users.First part title: Studying the impact of gamification on learning and engagement based on the personality traits of students

User Engagement and Attrition in an App-Based Physical Activity Intervention: Secondary Analysis of a Randomized Controlled Trial.

BackgroundThe success of a mobile phone app in changing health behavior is thought to be contingent on engagement, commonly operationalized as frequency of use.ObjectiveThis subgroup analysis of the 2 intervention arms from a 3-group randomized controlled trial aimed to examine user engagement with a 100-day physical activity intervention delivered via an app. Rates of engagement, associations between user characteristics and engagement, and whether engagement was related to intervention efficacy were examined.MethodsEngagement was captured in a real-time log of interactions by users randomized to either a gamified (n=141) or nongamified version of the same app (n=160). Physical activity was assessed via accelerometry and self-report at baseline and 3-month follow-up. Survival analysis was used to assess time to nonuse attrition. Mixed models examined associations between user characteristics and engagement (total app use). Characteristics of super users (top quartile of users) and regular users (lowest 3 quartiles) were compared using t tests and a chi-square analysis. Linear mixed models were used to assess whether being a super user was related to change in physical activity over time.ResultsEngagement was high. Attrition (30 days of nonuse) occurred in 32% and 39% of the gamified and basic groups, respectively, with no significant between-group differences in time to attrition (P=.17). Users with a body mass index (BMI) in the healthy range had higher total app use (mean 230.5, 95% CI 190.6-270.5; F2=8.67; P<.001), compared with users whose BMI was overweight or obese (mean 170.6, 95% CI 139.5-201.6; mean 132.9, 95% CI 104.8-161.0). Older users had higher total app use (mean 200.4, 95% CI 171.9-228.9; F1=6.385; P=.01) than younger users (mean 155.6, 95% CI 128.5-182.6). Super users were 4.6 years older (t297=3.6; P<.001) and less likely to have a BMI in the obese range (χ22=15.1; P<.001). At the 3-month follow-up, super users were completing 28.2 (95% CI 9.4-46.9) more minutes of objectively measured physical activity than regular users (F1,272=4.76; P=.03).ConclusionsTotal app use was high across the 100-day intervention period, and the inclusion of gamified features enhanced engagement. Participants who engaged the most saw significantly greater increases to their objectively measured physical activity over time, supporting the theory that intervention exposure is linked to efficacy. Further research is needed to determine whether these findings are replicated in other app-based interventions, including those experimentally evaluating engagement and those conducted in real-world settings.Trial RegistrationAustralian New Zealand Clinical Trials Registry ACTRN12617000113358; https://www.anzctr.org.au/ACTRN12617000113358.aspx

From here to there! Elementary: a game-based approach to developing number sense and early algebraic understanding

This paper examines whether using From Here to There! (FH2T:E), a dynamic game-based mathematics learning technology relates to improved early algebraic understanding. We use student log files within FH2T to explore the possible benefits of student behaviors and gamification on learning gains. Using in app measures of student interactions (mouse clicks, resets, errors, problem solving steps, and completions), 19 variables were identified to summarize overall problem solving processes. An exploratory factor analysis identified five clear factors including engagement in problem solving, progress, strategic flexibility, strategic efficiency, and speed. Regression analyses reveal that after accounting for behavior within the app, playing the gamified version of the app contributed to higher learning gains than playing a nongamified version. Next, completing more problems within the game related to higher achievement on the post-test. Third, two significant interactions were found between progress and prior knowledge and engagement in problem solving and prior knowledge, where low performing students gained more when they completed more problems and engaged more with those problems.