In this paper we present a new gamified learning system called Reflex which builds on our previous research, placing greater emphasis on variation in learner motivation and associated behaviour; having a particular focus on gamification typologies. Reflex comprises a browser based 3D virtual world that embeds both learning content and learner feedback. In this way the topography of the virtual world plays an important part in the presentation and access to learning material and learner feedback. Reflex presents information to learners based on their curriculum learning objectives and tracks their movement and interactions within the world. A core aspect of Reflex is its gamification design, with our engagement elements and processes based on Marczewski's eight gamification types [1]. We describe his model and its relationship to Bartle's player types [2] as well as the RAMP intrinsic motivation model [3]. We go on to present an analysis of experiments using Reflex with students on two 2nd year Computing modules. Our data mining and cluster analysis on the results of a gamification typology questionnaire expose variation in learner motivation. The results from a comprehensive tracking of the interactions of learners within Reflex are discussed and the acquired tracking data is discussed in context of gamification typologies and metacognitive tendencies of the learners. We discuss correlations in actual learner behaviour to that predicted by gamified learner profile. Our results illustrate the importance of taking variation in learner motivation into account when designing gamified learning systems.