This dissertation contributes to our comprehension of the impact of gamification on online cooperative learning, particularly in enhancing educational outcomes (behavior, cognition, and attitudes). Through explanatory mixed-method research, this study aims to answer to what extent gamification influences educational outcomes in the context of cooperative learning and in what way gamification facilitates learners through cooperative learning. The growing utilization of gamification in motivating people to pursue shared goals in various contexts, such as healthy behavior, business, and crowdsourcing, is the main drive for this study. This study strives to understand the interplay between dedicated cooperation theory, social interdependence theory embedded in cooperative learning, and gamification, and how they influence educational outcomes. In this study, the influence of gamification on behavior and cognitive outcomes in cooperative learning is evident. On the contrary, the study found no evidence to support the positive effects of gamification on attitudinal outcomes. Furthermore, from the qualitative investigation, learners perceive the presence of gamification to be positive in motivating them to engage in learning activities and collaborate with others. On the other hand, learners perceive that the overemphasis on quantitative feedback, such as points and grades, might overshadow qualitative feedback on learning. This research paves the way for further exploration into the multifaceted roles of gamification in cooperative learning and offers insights for designing effective online cooperative learning experiences enriched by gamification. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]