The integration of gamification principles into programming education can bolster student motivation, engagement and learning outcomes. However, a one-size-fits-all model, which treats all students as a homogeneous entity, is not an optimal gamification design approach. Insight into player types among students offers a valuable understanding of their engagement with gamified experiences and facilitates the customisation of design elements so that they align more closely with their preferences and motivations. The current study aimed to investigate how different game elements influence the motivation of students who represent different player types in a gamified first-year internet programming module. The dynamics mechanics components model and self-determination theory were used to design the gamified learning environment of the study and the HEXAD player topology was used to categorise students into different player types. The results of interviews indicate that the philanthropist type had a preference for collaborative learning. Moreover, achievers preferred challenging tasks and solving difficult problems; leaderboards motivated them to work harder. Additionally, socialisers enjoyed socialising with other students the most and were motivated by face-to-face competition. The player type had the greatest motivational desire to be at the top of the leaderboards and also enjoyed face-to-face competition. Lastly, free spirits were motivated the most by being in control of their own learning and creative learning activities; they were also motivated by face-to-face competition in the gamified learning environment. This paper provides valuable insight into how gamified learning environments can be tailored to meet the diverse motivational needs of students.