This study explores the effects of gamification on student motivation in learning English for Specific Purposes (ESP) vocabulary at the university level. A total of eighty students participated in the study, divided into two equal groups of forty. The experimental group was exposed to gamified elements during instruction, while the control group received traditional teaching methods without the inclusion of gamification. To assess motivation levels, both groups completed an overall course satisfaction questionnaire at the end of the study. Additionally, all participants took a VAK (Visual, Auditory, Kinesthetic) test to determine their preferred learning styles and examine whether these styles influenced their motivation. The primary objective of the research is to evaluate whether gamification positively impacts student motivation in ESP learning and whether different learner types respond differently to gamified instruction. The findings provide insights into the effectiveness of gamification in higher education, particularly in ESP courses, and contribute to a better understanding of how learning styles interact with motivational factors. These results may help educators refine their instructional strategies to enhance student motivation and learning outcomes in ESP learning.