This study aimed to investigate the effectiveness of gamification training on the academic adjustment and academic engagement of deaf students. The research employed a quasi-experimental design with a pre-test/post-test control group structure. The statistical population consisted of all deaf elementary school students educated at centers for deaf students in Chabahar city, under the supervision of the Exceptional Education Organization. The sample was selected using an availability sampling method. This involved contacting the Chabahar city Department of Education; subsequently, by consulting the counseling unit and stating the research objectives, a complete list of deaf students was obtained. Using availability sampling, 24 deaf students were then selected. The research instruments included the Gilliam Diagnostic Scale questionnaire, the Academic Engagement questionnaire, and the Academic Adjustment questionnaire. The content validity of these questionnaires was assessed and confirmed by psychologists and specialists in the fields of educational sciences, psychological disorders, and learning, following analysis and minor revisions. Their reliability, calculated using Cronbach's alpha, was 0.75, 0.72, and 0.75, respectively. The findings indicated that gamification training had a significant effect on the components of academic engagement (behavioral, emotional, and cognitive) and on the academic adjustment of deaf students. Therefore, it can be concluded that gamification training enhances both the academic engagement and academic adjustment of deaf students.