AbstractGamified educational applications have proven to be practical tools for teachers, particularly in second language (L2) instruction, as they can enhance student interest, motivation, and assessment outcomes in online sessions. Despite these benefits, however, many higher education institutions rely on traditional teaching methods, mainly because of the challenges associated with maintaining student motivation throughout online learning sessions, a critical factor for successful learning outcomes. The aims of this study are to further understand the use of gamification in teaching and learning, particularly with large audiences during online classes, its impact on learning performance, familiarisation, active learning, formative learning, and student attitudes. Utilising a mixed-methods research design, 177 students participated in a survey, while 10 were interviewed for triangulation. Validated by three experts, the instrument demonstrated a reliability coefficient of 0.81. The results .....