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This quantitative study investigated how Vietnamese students perceive gamification, focusing on demographic factors such as gender, age, and educational level. The study intended to determine the difference between the two sexes, age categories, and the two education levels. The researcher used the secondary data set to triangulate and ensure validity and reliability. The research examined the differences in perceived gamification based on demographics of age, sex, and education level in Vietnamese students at 10 colleges and university around Ho Chi Minh City and Hanoi. The study utilized a dataset on the effect of gamification elements on learning effectiveness, collected through surveys. The original data set sought to determine the impact of gamification's influence on students' satisfaction, engagement, and intrinsic motivation. This dissertation used the original data set to expand the understanding of student perceptions of gamification. This dissertation determined the relationships between perceptions of gamification and student age, sex, and educational level. Furthermore, the research sought to understand and quantify the differences in how students perceive gamification based on sex, age, and education level. The findings of this study provide valuable insights for school administrators in adapting curriculum and addressing potential differences in student perceptions of gamification.