With the widespread use of digital gaming, there is a growing need to determine how games and its components might be used for learning and teaching. The majority of study in this topic has taken place in more economically established and developed regions, leaving a research void in emerging country situations. To gain a deeper understanding of the learning engagement, it is of significance to examine the gamification perceived ease of use as well as a dive into the learning goal orientation. This study examines the moderating effect of learning goal orientation that influences the relationship between gamification application and learning engagement. The theoretical model was tested in a quantitative study using structural equation modelling based on a PLS-SEM approach, conducted in Jakarta, with actual local college students. The findings of this investigation noted that gamification perceived ease of use was positively related to learning engagement, and learning goal orientation partially mediated this positive relationship. The value of this research may aid educators and practitioners in determining which factors may influence the adoption of gamification in formal higher education.

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