<![CDATA[This study investigated the effectiveness of gamified pedagogy in fostering deep learning among undergraduate students in an English as a Foreign Language (EFL) teacher education program at ITP Markandeya Bali. Using a mixed-method quasi-experimental design, the study involved 32 third-semester students divided into an experimental group (n = 15) and a control group (n = 17). The experimental group received gamified instruction, while the control group was taught using conventional methods. Quantitative data were collected through pre-tests, post-tests, and a deep learning questionnaire, while qualitative data were obtained from classroom observations, reflective journals, and semi-structured interviews. The findings revealed that students exposed to gamified instruction achieved greater improvements in deep learning than those receiving conventional instruction. The most substantial gains were observed in cognitive engagement and conceptual understanding, indicating that gamified learning encouraged students to participate actively, think critically, collaborate, and apply English in authentic learning contexts. Qualitative findings further showed that students perceived the gamified activities as challenging, motivating, and intellectually engaging rather than merely entertaining. However, improvements in metacognitive awareness were relatively modest, suggesting that gamification alone may not sufficiently promote self-regulated learning without explicit reflective activities. The study concludes that gamified pedagogy is an effective instructional approach for fostering deep learning in EFL higher education when game elements are pedagogically aligned with authentic, collaborative, and cognitively demanding learning tasks. These findings contribute to the growing literature by extending the role of gamification beyond motivation and engagement toward the development of higher-order learning in English language teacher education.]]>
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