The study investigates the effectiveness of a gamified mobile application (GMA) in enhancing student engagement, improving learning outcomes, and increasing retention. The research is conducted at an Australian university, focusing on first-year accounting students. The GMA, Quitch, was chosen for its ability to engage students through interactive and personalized learning experiences. The study compares the performance of students using the GMA (test group) with those not using it (control group) across various assessments. Key findings include: 1. **Student Engagement**: GMA users showed significantly higher engagement in in-class activities and quizzes compared to non-GMA users. 2. **Learning Outcomes**: While there were no significant differences in overall academic performance or specific assessments (Assessment 2 and 3), GMA users demonstrated higher engagement in in-class and quiz components. 3. **Retention**: GMA users were more likely to complete later assessments, indicating higher retention rates. 4. **Student Perceptions**: Surveys revealed that GMA users reported increased engagement, motivation, and connectedness to the course and peers. The study suggests that while the GMA did not significantly impact overall academic outcomes, it effectively enhanced student engagement and retention, particularly in areas directly influenced by the GMA's design. These findings support the potential of gamification in improving educational outcomes and warrant further research and implementation in accounting education.The study investigates the effectiveness of a gamified mobile application (GMA) in enhancing student engagement, improving learning outcomes, and increasing retention. The research is conducted at an Australian university, focusing on first-year accounting students. The GMA, Quitch, was chosen for its ability to engage students through interactive and personalized learning experiences. The study compares the performance of students using the GMA (test group) with those not using it (control group) across various assessments. Key findings include: 1. **Student Engagement**: GMA users showed significantly higher engagement in in-class activities and quizzes compared to non-GMA users. 2. **Learning Outcomes**: While there were no significant differences in overall academic performance or specific assessments (Assessment 2 and 3), GMA users demonstrated higher engagement in in-class and quiz components. 3. **Retention**: GMA users were more likely to complete later assessments, indicating higher retention rates. 4. **Student Perceptions**: Surveys revealed that GMA users reported increased engagement, motivation, and connectedness to the course and peers. The study suggests that while the GMA did not significantly impact overall academic outcomes, it effectively enhanced student engagement and retention, particularly in areas directly influenced by the GMA's design. These findings support the potential of gamification in improving educational outcomes and warrant further research and implementation in accounting education.