Questionnaire Dataset on Gamified Learning Perception, Student Learning Motivation, and Academic Persistence among Elementary School Students in Indonesia

This dataset contains anonymized questionnaire data collected from 119 elementary school students in Indonesia who had participated in gamification-based learning activities. The data were collected to investigate the relationships between students’ perceptions of gamified learning, student learning motivation, and student academic persistence, with particular attention to the mediating role of learning motivation. Participants were selected using purposive sampling based on three criteria: they were active elementary school students, had experience participating in learning activities incorporating gamification elements, and were willing to complete the research questionnaire with the consent of their school, teacher, or parent/guardian. The dataset consists of student-level questionnaire responses covering three main research constructs: Students’ Perception of Gamified Learning (SPGL), Student Learning Motivation (SLM), and Student Academic Persistence (SAP). All questionnaire items were measured using a five-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). The SPGL construct comprises nine items covering three dimensions based on the Mechanics, Dynamics, and Aesthetics (MDA) Framework: mechanics, dynamics, and aesthetics. The SLM construct consists of nine items based on Self-Determination Theory (SDT), covering competence, autonomy, and relatedness. Meanwhile, the SAP construct comprises twelve items measuring perseverance, resilience, consistency, and learning effort. These variables provide a structured representation of students’ perceptions, motivational experiences, and academic persistence in gamification-based learning environments. The data were collected through a closed-ended questionnaire administered to elementary school students who had experience with gamification-based learning. Before completing the questionnaire, respondents received an explanation of the research objectives and instructions for answering the questions based on their own learning experiences. Respondents were informed that there were no right or wrong answers. Their identities were kept confidential, and the collected information was used solely for research purposes. Personally identifiable information should be excluded from the publicly shared dataset to protect respondent privacy while preserving the research variables required for statistical analysis. This dataset supports the study entitled "Supporting SDG 4 through Gamified Learning: The Mediating Role of Learning Motivation between Gamification Perception and Academic Persistence among Elementary School Students." It provides research data for examining the relationships among perceptions of gamified learning, student learning motivation, and academic persistence in elementary education. The dataset may also be reused for further statistical analysis, instrument evaluation, comparative studies, and investigations of motivational processes associated with gamified learning. In particular, it offers an opportunity for researchers to explore the role of competence, autonomy, relatedness, and students’ perceptions of game-based learning experiences in understanding academic persistence.