Using a descriptive cross-sectional survey design, this study investigates how different player types--achiever, explorer, killer, and socializer--engage with gamified learning elements in higher education. Grounded in Self-Determination Theory--which emphasizes autonomy, competence, and relatedness in fostering intrinsic motivation--the research analyzes 481 business students in Spain, focusing on pure player profiles within the Mechanics, Dynamics, and Components (MDC) framework. The findings underscore the importance of a personalized approach to gamification, moving beyond standardized designs to better align game elements with individual player characteristics and gender. By tailoring strategies to distinct profiles, educators can foster deeper student engagement and motivation. These insights contribute to the academic discourse on adaptive gamification and support policy development aimed at creating more effective, context-sensitive learning environments in higher education.