This thesis explores the concept of gamification and its application in Japanese language learning based on an analysis of existing research. Gamification, defined as the use of game elements in non-game contexts, is increasingly being used in education due to its potential to enhance motivation, engagement, and long-term retention of knowledge amongst learners. Through a review of relevant literature, it is established that the key elements of game appeal that are thought to influence user motivation and engagement are the sense of achievement, challenges, autonomy, and sense of belonging to a community. These are at the same time some of the key factors for language acquisition (Karlak, 2013; Vuk et al., 2015; Udjaja et al., 2022; Lo and Miller, 2020; Librić, 2020; Kurniawan et al., 2019; Juntunen, 2019, Hatasa, 2018ab; Fathoni and Delima, 2016). This thesis also seeks to answer the question of the correlation between gamification elements and motivational theories based on which we propose a method for evaluating the quality of Japanese (and other) language learning apps. Thesis concludes that the gamification elements and motivational theories discussed in this paper are correlated, showing that certain human needs, such as the need for belonging and respect, can be fulfilled through gamification elements, thereby improving motivation and engagement. Furthermore, the study is researching how is gamification applied to Japanese language learning through the apps Nihongo123 and Kanji Memory Hint 2. Using the proposed evaluation method, it concludes that Nihongo123 is well structured and likely to maintain users’ motivation and engagement. On the other hand, with Kanji Memory Hint 2, it is questionable whether it can sustain long-term motivation and engagement due to an imbalance in its gamification elements. Simultaneously, the analysis of the gamification concept and its potential application in Japanese language learning indicates that gamification can be a useful tool that contributes to user motivation (Detering et al., 2011; Werbach i Hunter, 2012; Lovrenčić et al., 2018, Lamb et al., 2018, Herger, 2014). To achieve the objectives of the thesis and answer the questions posed, the research heavily relied on works such as Gamification: Towards the Systematization of the Term in Croatian (Lovrenčić et al., 2018), The Relationship Between Learning Strategies, Motivation, and Communicative Competence in a Foreign language (Karlak, 2016), Motivation for Learning a Foreign Language in Primary Education (Librić, 2020) and Enterprise Gamification: Engaging People by Letting Them Have Fun (Herger, 2014). The research results show that proper implementation of gamification can improve the engagement and motivation of Japanese language learners, but certain drawbacks should also be considered, such as the risk of excessive focus on extrinsic motivation (rewards) or unnecessary simplification of content. In conclusion, the thesis suggests that future research should focus on more detailed studies of student and teacher attitudes towards gamification in teaching and learning Japanese, emphasizing the importance of carefully designed application of gamification in order to maximize its effectiveness.