As the demand for English language proficiency increases, e-learning platforms have become an increasingly popular solution to improve English skills. However, there is a major challenge to address: Maintaining users’ motivation and interest in continuing to learn consistently. One solution to enhance user motivation and interest is through gamification. This study aims to analyze the impact of gamification elements (Point, Badge, Leaderboard, Reward, and Storytelling) on the Behavioral Intention to Use Duolingo e-learning, using Perceived Usefulness and Perceived Ease of Use as mediating variables adopted from the TAM model, along with Perceived Enjoyment and Hedonic Value as psychological factors affecting users. The research utilizes an initial sample of 100 data (preliminary results) to gain an early understanding of the variables in the study, with data collected from Duolingo users in Indonesia. The research model is tested using a PLS-SEM (Partial Least Squares Structural Equation Model) approach with the SmartPLS tool, which involves two evaluations: The measurement model evaluation and the structural model evaluation. The research findings indicate that the gamification element badge influences hedonic value, the leaderboard affects both perceived usefulness and hedonic value, the reward impacts perceived enjoyment, and the storytelling element influences all mediating variables. Additionally, perceived usefulness, perceived ease of use, and hedonic value have been proven to positively affect users’ behavioral intention. These findings provide insights for e-learning developers, suggesting that gamification elements should be strategically designed to optimize user experience.