This study investigated the long-term effects of a gamification-based system designed to enhance the learning support activities of teaching assistants (TAs). The system incorporates game elements such as game balance, feedback, quests, unlocks, and ranking to encourage active TA engagement. A comparative analysis of university programming courses-one employing the system and another without it-revealed that although some TAs initially found the game elements engaging, their interest declined over time, likely due to the novelty effect. However, the system’s student information and support-target recommendation functions effectively facilitated proactive TA involvement. Notably, the study suggested that a proactive approach by TAs to students early in the course could promote questions from students later in the course.