Abstract
Abstract In recent years, gamification gained widespread adoption in education aiming to increase students’ positive experiences (e.g., motivation, engagement, and flow state). However, the results of using gamification in education are still contradictory, challenging the community to comprehend the influence of individual factors on learners’ experiences within gamified educational systems. To tackle this challenge, this study explored how various demographic factors (i.e., gender, degree, individualism/collectivism, and masculinity/femininity) impact the flow experience of learners in a gamified educational quiz. A quantitative cross-cultural study involving 205 participants was conducted, utilizing partial least squares structural equation modeling to explore the influence of demographic factors on learners’ flow experience in the gamified educational quiz. The analysis revealed that age has a significative positive association with learners’ flow experience, while individualism has a negative association. These findings provide insights into educational technologies and gamification, offering a deeper understanding of how demographic factors shape learners’ flow experience in gamified educational environments.