The rapid integration of technology in education has transformed traditional learning environments, particularly in higher education. In Ganzhou, China, gamified e-learning systems have emerged as innovative tools aimed at enhancing student engagement, motivation, and academic achievement. This study investigates the impact of gamified e-learning systems on the academic performance of college students in Ganzhou. The research adopted a quantitative approach, utilizing a structured questionnaire distributed to 399 college students selected through stratified random sampling. The study's objectives were to examine the relationship between gamified e-learning adoption, student engagement, student motivation, technological literacy, and academic achievement. The findings revealed a strong positive relationship between the adoption of gamified e-learning systems and academic achievement. The Pearson correlation coefficient of 0.843 indicated that students who engaged with gamified e-learning platforms demonstrated significantly better academic performance. Moreover, regression analysis confirmed that student engagement and motivation within gamified environments played critical roles in influencing academic outcomes. Motivation emerged as the most significant predictor, highlighting its essential role in driving academic success. Technological literacy was also found to have a substantial impact on students' academic performance, emphasizing the importance of digital proficiency in the modern educational landscape. The study is underpinned by Self-Determination Theory (SDT) and the Technology Acceptance Model (TAM), providing a theoretical framework to explain how intrinsic motivation and perceived ease of use influence learning outcomes in gamified systems. The results contribute valuable insights for educators, policymakers, and developers aiming to design effective gamified e-learning environments that foster student engagement and academic achievement. The study also recommends further research across diverse demographics and longitudinal studies to strengthen the generalizability of the findings. This research underscores the potential of gamified e-learning systems in enhancing educational quality and outcomes in higher education institutions in Ganzhou, China.
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