The aim of this study is to investigate the effect of digital gamification-based instruction on the attitudes towards mathematics and anxiety of seventh-grade gifted students in the "Equation and Equation" unit. In this study, pretest-posttest unbalanced group experimental design was used. The study was conducted in the 2022-2023 academic year with a total of 30 seventh-grade gifted students, 15 in the experimental group and 15 in the control group. During the study, the control group received a mathematics lesson based on traditional teaching and the experimental group received a mathematics lesson supported by digital gamification. In addition, the participants in the experimental group were asked to keep a diary throughout the implementation process to reflect their thoughts about digital gamification-based instruction. In the study, it was concluded that digital gamification-based instruction positively affected the attitudes of gifted students toward mathematics. It was observed that the anxiety levels of the students decreased after the application, but there was no statistically significant difference. In the study, students stated that mathematics lessons based on digital gamification were fun and their prejudices about the subject were broken.