Researchers of game-based learning have often suggested that learner’s motivation beliefs about learning achievement would likely affect their use of game-based learning strategies and ultimate success in learning. However, research which has empirically documented the link between gamification, motivation, and cognitive load is scant. Therefore, the aim of this article attempts to explore how gamification, motivation, cognitive load will affect learning achievement, and their use of Gamification Software Engineering Education Learning System (GSEELS) are related. This research involved empirical study, comprised of four sets of questionnaires concerning gamification, motivation; cognitive load and learning achievement. Tow intact class of 107 college students participated in the study. The structural equation modeling (SEM) analysis was conducted through descriptive statistics, measurement model evaluation and structured model evaluation in order to indicate the direction and relationship between the four sets of variables. The research result shows that 5 out of 6 hypotheses are supported and merely 1 hypothesis is false. Well-design GSEELS will affect student learning motivation and achievement. To conclude, this study may be important in explaining the relationship between gamification, motivation, cognitive load, as well as in suggestions for teaching and learning four aspects with a better understanding of how teacher’ beliefs about SE education related to their strategy use.
