Survey Data: Game-Based Learning Preferences and Competency Priorities Among Early-Career Professionals (n=140)

Participants rated the importance of professional competencies, instructional formats, motivational incentives, and game mechanics, and indicated preferences for session duration, frequency, and device access. Multi-select responses are encoded as binary indicator columns (0/1); Likert items are recorded on a 1–5 scale.

The data support descriptive analysis and cross-tabulation by gender, organizational role, and career stage, and are suitable for secondary use in research on adult learning, instructional design, and digital professional development.