Many studies have confirmed the benefit of gamification on learners’ motivation. However, gamification may also demotivate some learners, or learners may focus on the gamification elements instead of the learning content. Some researchers have recommended building learner models that can be used to adapt gamification elements based on learners’ personalities. Building such a model requires a strong understanding of the relationship between gamification and personality. Existing empirical work has focused on measuring knowledge gain and learner preference. These findings may not be reliable because the analyses are based on learners who complete the study and because they rely on self-report from learners. This preliminary study explores a different approach by allowing learners to drop out at any time and then uses the number of students left as a proxy for motivation and engagement. Survival analysis is used to analyse the data. The results confirm the benefits of gamification and provide some pointers to how this varies with personality.