Purpose: This study aims to examine the impact of gamification on the five dimensions of meaningful learning (i.e. cooperative, active, authentic, constructive and intentional learning) and undergraduate student performance taking online lessons. Design/methodology/approach: Therefore, the authors conducted an experiment among undergraduate students taking online classes at the Mechanical and Electrical Engineering School at a public university during the COVID-19 pandemic. The experiment included one control and two observation groups using gamification (Golden Points). Qualitative and quantitative analyses were performed. Findings: Results showed that gamification significantly affects meaningful learning and impacts student performance in online courses. Originality/value: This study was limited to a single topic in a six-month course at a public university. Additional research is required to continue examining the impact of gamification in higher education institutions with different format courses and in other organisational sectors.