The study aims to examine student emotions and behavior in a Gamified Learning Environment (GLE) in detail. In the study, in order to reveal the behavior (dynamics) and feelings (emotions) that emerge within the framework of the mechanics applied in the GLE process, it is within the scope of the main objectives of the study to determine how perceived learning, academic achievement and GLE scores, which we accept as learning outcomes of the process, are predicted by various variables. For this aim, a scale was applied. In the study, non-experimental correlational and comparative designs were used together. The participant group of the study consisted of forty students enrolled in the Accounting 2 course at the Faculty of Economics and Administrative Sciences. The Kahoot system was used as a tool for the GLE. According to the results of the study, the 'expected outcome' and 'engagement' variables predict 'perceived learning'. It was also revealed that the 'expected outcome' variable predicts academic achievement. A low-level correlation was found between the students' participation level and their scores in the GLE. A moderate correlation was found between their participation level and the GLE scores before the midterm. Contrary to this, no correlation was found between these variables after the midterm. It was found that students with a high perception of engagement could solve quiz questions faster in a GLE. Among the contributions of the GLE, it was mainly stated that the application was practical, fun, and reinforcing. Among the limitations of the GLE, it was stated that there was an inability to see the questions, as well as a limited answer time.