This study examines the learning app Basketball Challenge, designed to teach ballistic trajectory concepts at the secondary school level. The app is available in a gamified and a standard version. We compared both versions using pre- and post-tests to measure learning effects. While statistical analyses did not reveal significant learning gains, a notable interaction between gender and condition emerged in game performance. To deepen the analysis, Knowledge Space Theory (KST) and Competence-based KST (CbKST) were applied, enabling a structural, competence-focused evaluation. The model showed good fit for both knowledge tests and game levels. Although competence gains were small and statistically non-significant, structural analyses revealed patterns not evident in aggregated performance scores.