This study examines the learning app Basketball Challenge, designed to teach ballistic trajectory concepts at the secondary school level. The app incorporates competencies such as force, angle, mass, and resistance. A comparison between a gamified and a standard version was conducted, assessing learning effects through pre- and post-tests. While statistical analyses did not yield conclusive results regarding learning performance, a significant gender difference in game performance measures was observed. To deepen the analysis, Knowledge Space Theory was applied, offering a structural competence-based approach to data analyses. This method identified a well-fitting model for knowledge tests and game levels. Additionally, a slight increase in participants’ competencies from pre- to post-test was noted, though no distinct gender differences emerged in this aspect. These findings highlight the potential of gamification in educational applications while emphasizing the need for further exploration of gender-related learning effects.