The present study aimed to investigate the effectiveness of gamification-based instruction on academic adjustment and academic engagement among deaf students. This study employed a quasi-experimental design with pre- and post-test measures and a control group. The statistical population consisted of all deaf elementary school students in Chabahar, Iran. Thirty students were selected through convenience sampling and randomly assigned to experimental and control groups. Data were collected using the Academic Engagement Questionnaire developed by Fredricks, Blumenfeld, and Paris (2004), consisting of 15 items assessing behavioral, emotional, and cognitive engagement, and the Academic Adjustment Questionnaire developed by Sinha and Singh (1993). Experts in educational sciences and psychology confirmed the content validity of the instruments. Reliability coefficients calculated through Cronbach’s alpha were 0.72 and 0.75, respectively. The gamification-based educational program was implemented in eight 25-minute sessions for the experimental group. Data were analyzed using analysis of covariance (ANCOVA). The findings indicated that gamification-based instruction had a significant positive effect on academic engagement and its dimensions (behavioral, emotional, and cognitive) as well as academic adjustment among deaf students (p < .05). It can be concluded that incorporating gamification elements into educational settings enhances students’ motivation, participation, and active involvement in learning, thereby improving their academic engagement and academic adjustment.