The aim of the present study is to design a personalized gamified learning environment and investigate its effect on students’ self-regulation and self-efficacy. In this environment, gamification elements and personalized learning pathways will be incorporated based on learners’ characteristics and needs to enhance their engagement, support the regulation of their learning processes, and strengthen their beliefs in their own capabilities.

This study will employ a quantitative approach using a quasi-experimental pretest–posttest design. The research population will consist of students, and the participants will be selected through convenience sampling and assigned to experimental and control groups. The experimental group will learn through the personalized gamified learning environment, while the control group will receive instruction under regular educational conditions. Valid and reliable instruments will be used to measure the research variables, and the collected data will be analyzed using appropriate statistical methods.

Throughout the study, ethical principles will be observed, including obtaining informed consent, maintaining the confidentiality and anonymity of participants’ information, ensuring voluntary participation, and allowing participants to withdraw from the study at any stage.