## 6 Conclusions  
In this study, we addressed the challenge that learning programming is complicated for students due to deficiencies in problem-solving skills and an excessive focus on language rather than problem-solving through program design. Previous experiences have shown positive but inconclusive impacts of gamification in programming courses, generating effects such as increased motivation, engagement, and student performance. However, these effects vary based on the intervention duration and prior knowledge of the subjects. Furthermore, we aimed to answer questions associated with whether gamification led to differences in learning by gender, motivation levels in terms of enjoyment, utility, and satisfaction, and levels of ease of use concerning adequate use and comfort. To address these questions, we designed an experiment using the EducaPlay tool to reinforce programming concepts. The gamified version included ranking and scoring elements, while the non-gamified version did not. In this experimental study, 88 students in a programming course participated, randomly assigned to control and experimental groups. The experimental group used a gamified platform. Initially, a pre-test was administered to all students (both groups), and a post-test was conducted at the end, along with a questionnaire measuring the usage of perception variables, among others. The evaluation included learning, motivational perceptions, and ease of use among men and women. The results revealed that women learned significantly more than men in the non-gamified group and more than in the gamified group. Although men in the gamified group performed better than those in the non-gamified group, this difference was not statistically significant. These results suggest that gamification's competitive elements and extrinsic rewards may favor men's learning while women benefit more from traditional teaching methods without gamification. To design effective gamified educational tools, it is crucial to consider gender differences in preferences and motivations. Women may need more support and resources to develop digital skills and benefit from teaching methods incorporating intrinsic motivators and less competitive elements. These differences may be attributed to psychological and sociocultural factors. Future studies should explore how to tailor gamification to optimize educational benefits for both genders, taking into account diverse motivational and design approaches. Regarding gender differences in motivation levels when applying gamification, women reported lower perceptions of enjoyment and usefulness than men. This can be attributed to the orientation of gamification techniques towards reward and competition, as men may experience a greater enjoyment of gamified educational systems incorporating reward and competitive elements than women. This aligns with gender stereotypes associated with games and technology, as men adapt more readily to these tools. To design effective gamified educational tools, it is crucial to consider gender differences in preferences and motivations. Women may need more support and resources to develop digital skills and benefit from teaching methods incorporating intrinsic motivators and less competitive elements. Furthermore, different motivational patterns should be considered, such as intrinsic goals in women and extrinsic goals in men. Thus, gamification design should incorporate reward and competitive elements attractive to both genders, provide support and resources to help women develop their digital skills, and utilize intrinsic motivation elements that appeal to both genders. Finally, regarding gender differences in ease of use when applying gamification, no significant differences were found in the perception of adequate use of the EducaPlay tool between genders and groups (with and without gamification). This suggests that the software and its activities were appropriate, and no usability or interaction issues could affect the results.