This study examines the relationship between gamification and Motivation, Perceived Learning, Teamwork, and Flow-a state of deep focus and enjoyment-among first and third semester university engineering students. Student responses were measured using the Motivation for Cooperative Learning Play Strategies (CMELAC) questionnaire at the semester's start and this feedback was used to inform and refine the implementation of gamified strategies in the courses to foster greater motivation and learning. Results showed a significant positive response, with 94% of students participating. On a Likert scale ranging from 1 to 5, where higher scores indicate greater agreement, the average ratings were as follows: 4.59 for Motivation, 4.27 for Perceived Learning, 4.32 for Teamwork, and 3.96 for Flow. Students were divided into two groups. First-semester students showed a moderately positive Spearman¿s correlation (¿ = 0.675) between Motivation and Perceived Learning, while third-semester students exhibited an even stronger correlation (¿ = 0.778) between these variables, suggesting that academic experience may be associated with increased responsiveness to gamified activities when highly motivated. Analysis revealed a consistent positive association between Motivation and Perceived Learning, while these findings do not establish causality, they indicate that well-structured gamification strategies tend to align with higher perceived learning when motivation is elevated. The stronger associations among advanced students point to the importance of tailoring gamification to students¿ academic level and familiarity with such strategies. These findings highlight the need for adaptable gamification approaches, requiring educators to adjust course design based on students¿ needs and levels. The study underscores the importance of structured, engaging activities with frequent feedback, especially for less advanced students, and shows that familiarity with gamification enhances its effectiveness. By measuring perceived effectiveness, educators can make informed pedagogical decisions and implement gamification from a holistic, evaluative perspective. Overall, the study provides insights on optimizing gamification to achieve educational goals through engaging, adaptive, and effective learning experiences.
