The aim of this study was to examine the effect of gamification on the motivation, engagement and academic achievement of students studying in a flipped learning. The study was conducted with a split-plot factorial design. The participants consist of 54 students studying at a state university in Turkey. The students in the experimental and control groups were studied in flipped learning for 12 weeks. In-classroom activities were conducted based on interactive group activities. Out-of-classroom activities were carried out with asynchronous videos, audio recordings, assessment tests, text, and graphic-based course content. Unlike in the control group, gamification was used in the experimental group. Gamification was used in the out-of-classroom component of the flipped learning. Gamification was carried out using a design model that takes into account the characteristics of the target audience. As a result, it was seen that gamification did not have a significant effect on the motivation, engagement, and academic achievement of students in the flipped learning. The most important question raised by this study is whether the difference between a flipped classroom and flipped learning. Another question this study raises is which component of flipped learning is more effective for gamification. Perhaps, if course contents and in-classroom activities are designed effectively, a trigger will not be needed to motivate or engage students.