This study aimed to investigate the effects of gamification on active and reflective learners' engagement and cognitive load. It also compared both groups' experiences in a 10-week gamification process. It employed triangulation, one of the mixed research designs in this study. Participants consisted of 70 undergraduate students (45 active, 25 reflective learners). According to the results, both active and reflective learners had a high rate of behavioral, emotional, and cognitive engagements in gamification and low cognitive load. There was no significant difference between the groups' engagement and cognitive load. It was determined that the Challenge and Competition, Engagement in Group Tasks and In-Class Activities, Leaderboard, and Reward System were common themes regarding the pros and cons of the gamification process. The "Challenge and Competition" theme had the highest frequency in terms of the pros of the gamification process, whereas the "Engagement in Group Tasks and In-Class Activities" theme had the highest cons. Although common themes related to the pros and cons of gamification were available, similarities and differences were determined by active and reflective learners' opinions on various codes in themes. Consequently, characteristic features affected the reaction toward gamification elements and processes.