<p>In instructional design (ID) projects, work is commonly completed in teams. Therefore, instructional design students need opportunities to develop their interpersonal skills to be prepared for future collaborative work. Frequently, instructors use team activities to facilitate these skills. However, facilitating team cohesion and improving students’ attitudes towards teamwork to enhance their engagement in team activities is challenging. Gamification is a strategy that can potentially address these challenges. In this mixed method, quasi-experimental study, we examined the effectiveness of using gamification in online team activities to improve students’ attitudes towards teamwork, their learning outcomes and experiences, and team cohesiveness. Participants included students in two sections of an online instructional design project management course. While all course activities were the same for both sections, gamification strategies (leaderboards, monetary reward, gamified quizzes) were incorporated for one section of students. Data included online survey responses and reflections. A significant difference was observed in the coefficient of variation between the two groups, suggesting that gamification of activities increased the conformity in student opinions with respect to cognitive learning, dialogue promotion and open communication, and collaborative learning. Insights from student reflections regarding team activities offer guidance for facilitating team activities in online courses.</p>