Personalised gamification aims to address the limitations of the one-size-fits-all (OSFA) approach, by catering to users’ unique needs and characteristics. However, existing studies often focus on a single user dimension, overlooking the complex interplay of multiple factors that influence students’ learning experiences. A multidimensional approach is crucial, as it considers various users and contextual factors, ensuring a more tailored and engaging learning experience. A significant gap exists in the literature regarding how multidimensional personalised gamification, particularly when incorporating gender differences and cultural factors, can enhance gamified learning environments. This research aims to investigate the impact of (a) localised multidimensional personalised gamification in comparison to (b) non-localised multidimensional personalised gamificationand the baseline (c)OSFA approach, on student engagement and interaction. To achieve this, an experimental study will be conducted to compare these three approaches among undergraduate students. The study will measure their effects on student engagement and interaction using a gamified application integrated with an LMS. Educational data mining techniques will be employed to analyse data collected from LMS activity logs and questionnaires. This research is expected to contribute both theoretically and practically, by enhancing the understanding of multi-dimensional personalisation in gamified learning, particularly in relation to cultural factors. It will provide empirical evidence, design guidelines, and a gamification framework adapted to culturally diverse educational environments, with a particular focus on Arab culture.