This paper looks at the role of games in teaching grammar to teenagers. The goal is to find out how students feel about gamification in educational settings and investigate how it affects grammatical abilities when used in grammar instruction. Gamification is using games for a specific purpose, such as teaching grammar to pupils. It goes beyond simply employing games for this reason. 10th grade were chosen as the participants of this research. There were two groups: experimental and controlled. The present study was built on three experimental stages: pre-test, interventions, and post-test with a questionnaire. During the pre-experimental stage, both groups were conducted a pre-test which contained 20 multiple-choice questions. Students’ achievements in both groups were similar to each other. Then, students from the experimental group were taught grammar by using three games. By the end, two groups had post-tests and a questionnaire was taken from the experimental group. With the help of pre-test and post-test, the differences were defined. Students from the experimental group showed higher results compared to the control group. The data analyses, based on a questionnaire, prove that learners from the experimental group had positive perceptions about the games. Furthermore, fun and enjoyment make students
stay motivated to learn new grammar.