## 5 Discussion
### Perceptions of Ease of Use  
Our study found no significant differences between genders and groups (with and without gamification) in the perception of adequate use of the EducaPlay tool. On the one hand, this supports the idea that the software used and its activities were suitable, and there were no significant issues of interaction, usability, or others that could have affected the results. This aligns with some studies supporting the absence of significant gender differences in the perception of appropriate use of gamified educational software and that gender does not determine ease of use [96; 99], as seen in the case of [92], where research on educational video games for primary school science learning found that a simple interface, clear objectives, appropriate progression of challenges, and familiar contexts were crucial for a high perception of use equally among boys and girls. Similarly, Ref. [46], a study on digital games in higher education, determined that differences in the perception of use were more related to the individual experience and motivation of the students. Therefore, it can be argued that, probably through a user-centric design experience, the perception of appropriate use of gamified educational software can be promoted without gender distinction, leveling the playing field for both.  
Another aspect we observed was that the results showed that men felt more comfortable than women in using the gamified tool. This aligns with studies suggesting that men might feel slightly more comfortable with gamification, as reported by [43], which indicated a higher initial cheerful disposition of male students toward a gamified system, although this difference disappeared over time. Additionally, some authors argue that gender stereotypes associated with interactive software or video games could generate more initial apprehension in women, creating the previously studied effect [100].  
Another finding in the same line was that women who did not use the gamified tool had a significantly higher proportion of comfort compared to female students who did use gamification. The higher level of comfort experienced by women in the non-gamified version compared to the gamified one explains, at least partially, the disparities in learning between women with and without gamification. In other words, women under gamification learned less and reported feeling less comfortable than those without it. There are studies indicating specific gender differences in attitudes and perceptions toward gamification use, with women reporting less comfort or initial reluctance. However, there are nuances in the results obtained, such as in the case of [85], which showed that women initially had more negative attitudes than men toward a gamified educational system. Still, subsequent research by the same authors failed to replicate this gender difference [43]. Under this condition, Ref. [20] argued that stereotypes associated with software tools could generate more initial skepticism in women, affecting the comfort of use. However, this effect is mitigated with careful implementation of gamification. Therefore, it becomes essential that the preferences and motivations of each gender should be considered in instructional design [42].  
In response to RQ3, the study identified significant gender differences in ease-of-use levels when applying gamification. Males reported a higher level of comfort with the gamified tool than females, who indicated greater comfort in the non-gamified condition. Interestingly, no significant gender differences were observed regarding the correct tool usage, suggesting that both genders were equally capable of using the software correctly. However, the disparity in comfort levels highlights the potential need to adjust gamified tools to better cater to female users, ensuring a more inclusive and comfortable learning environment for all students.