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Gamification has gained much popularity in recent years in the field of education. The use of gaming elements, such as points, badges, and leaderboards, is suggested to increase motivation, which, in turn, leads to performance improvement. However, studies suggest that it is not a "one-size-fits-all" approach and needs to be tailored based on the environment and learner's psychology to achieve effective results. This study evaluates the use of gamification in a cultural context where most students come from rote learning backgrounds. First-year university students, in their programming module, were evaluated by analyzing their class effort, satisfaction, social comparison, performance, and intrinsic motivation. The students were divided into two balanced groups: gamified group and nongamified group. Students in the gamified group were required to submit their programming assignments through an online gamified tool, while the nongamified group submitted their assignments using the traditional way. Results showed no significant difference in class effort, satisfaction, social comparison, and motivation between both groups over time. However, the gamified group performed significantly better in assignments as compared to the nongamified group. Moreover, a significant positive correlation was found between the scores of two exams conducted at two different time points for the gamified group.

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