**1. Introduction**

Over that last decade, gamification has gained traction as an option for modality of instruction. Prominent learning management systems have developed features to support the gamification of instruction using badges. While these options have been available, there is still slow progress towards adopting the modality as a central approach to providing education. As adopting a gamified approach takes an investment of time and creativity, this chapter seeks to explore the question of why educators should consider the shift in instructional modality. At the heart of this question of why is the issue of improving teaching and learning experiences.

What is the optimal learning modality for learning? There have been many efforts to define what is good teaching and learning. As there are many different approaches for teaching and learning, this question merits evaluation of the different modalities. In this chapter, we will draw from the research provided by Mind, Brain, and Education Sciences (MBE) and NeuroELT. Principles of "good learning" will be evaluated in the context of findings provided by research into gamified learning in regard to language education.
