Abstract Gamification is recognized as an effective method for employee training, sustaining motivation and enhancing engagement throughout the learning process. While numerous studies have explored gamification's impact on student engagement, research focusing on its application in workplace settings remains limited. Building on Landers' 2015 model, this study investigates the interplay between gamified elements, instructional content, and learner motivation in influencing learning outcomes. A comprehensive literature review was conducted to explore the role of learner motivation in gamified learning environments. The snowball technique was employed to identify additional relevant literature from reference lists of selected articles. The foundational article for this conceptual paper is "Developing a Theory of Gamified Learning: Linking Serious Games and Gamification of Learning" by Richard N. Landers (2015). The literature review indicates that learner motivation is crucial for the effectiveness of gamified learning environments. The proposed conceptual model suggests that the relationships between game characteristics, instructional content, and learner behaviour/attitude are contingent on the learner's motivation level. Without sufficient motivation, even high-quality gamified elements and instructional content cannot achieve positive learning outcomes. Future empirical studies are essential to validate this model and deepen our understanding of how motivation influences learning outcomes in gamified settings. Ultimately, enhancing learner motivation should be a key focus for designing effective gamified training programs in the workplace. Keywords: Gamification, Learning Motivation, Employees, Training