In recent year, gamification has begun to invade in the educational setting. It is to train students to create an intellectual challenge, identifiable methods, and interactivity resulting from the playing. This paper will discuss further on the level of motivation of the students, specifically on intrinsic and extrinsic motivation once after applying the gamification in their learning process. Followed by which gamification elements that significantly influences the inherent student motivation when using Quizizz application. This study used non-experimental as a research design. Participating students include 63 students from Building Engineering in Kolej Kemahiran Tinggi Mara (KKTM) Sri Gading, Batu Pahat who took the course of Mathematical Engineering. The findings showed that students’ intrinsic and extrinsic motivation was at a moderate level after applying the gamification approach. While then the results of inference test using multiple regression analysis indicate that only 44 per cent of the variance in the students’ intrinsic motivation can be predicted from the gamification elements and 63 per cent of the variance in the students’ extrinsic motivation. The findings also revealed that the gamification elements used in the Quizizz application are significant in the relationship with students’ extrinsic motivation from points, level of difficulty, and avatar construct. In contrast, gamification elements also significant in the relationship with students’ intrinsic motivation from points construct. Thus, this paper will able to help instructors in creating and creatively use the gamification as one of the methods in their teaching styles, other than enhancing the students’ extrinsic and intrinsic motivation. Finally, the results and implications are discussed further for a better motivational design of gamification.