This study showed that students who participated in the online gamified English morphological awareness programme performed significantly better than those who attended physical face-to-face instruction in terms of cognitive, motivational and affective learning outcomes. Our findings supported the appropriate use of game design elements and theory-driven instructional design. It is suggested that curriculum designers and instructors apply evidence-based gamified learning approaches to facilitate learning for students. Teachers and parents can also apply gamified learning elements to diversify the learning environment for students.