This study examined the effectiveness of gamification as a learning strategy in enhancing the learning outcomes of Accounting Information System (AIS) students at Laguna University. The research focused on three key learning outcomes: student engagement, motivation, and academic performance, in response to the need for innovative instructional approaches that can effectively support complex and technical AIS concepts. A quantitative descriptive-correlational research design was employed to determine both the level of effectiveness of gamification and its relationship with learning outcomes. Data were collected through a structured, validated questionnaire administered to selected AIS students who were exposed to gamified instructional activities. The data were analyzed using descriptive statistics and Pearson Product-Moment Correlation Coefficient. Findings revealed that gamification significantly increased students’ engagement and motivation, as evidenced by higher participation levels, sustained interest, and positive learning experiences. Students reported that gamified lessons were more interactive, enjoyable, and encouraging compared to traditional teaching methods. Results further showed a significant positive relationship between student engagement and motivation, indicating that well-designed gamified activities enhance learners’ willingness to participate and persist in academic tasks. However, improvements in academic performance varied, suggesting that while gamification effectively promotes engagement, it must be carefully aligned with instructional objectives to ensure meaningful learning gains. Overall, the study concludes that gamification is an effective supplementary instructional strategy in AIS education. The findings support the integration of structured gamified learning modules aligned with AIS competencies to promote a more student-centered, interactive, and motivating learning environment.