This study attempts to gain insight into whether and what types of gamification have the potential to contribute to students' learning performances while also remaining gender equality in science education. Two types of game elements including competition (gamified animation) and cooperation (social gamified animation) were integrated into an online animation based on gender preferences in gameplay. The initial results indicated that these two types of gamification align with the concept of digital game-based learning (DGBL) to promote students' learning through increasing learning interests. However, the follow-up analysis did not distinguish the effect of gamification on learning based on different gender preferences in game modes. Further research about the possible effect of gender on gamification will be necessary.