Integrating gamification in the learning process has become a significant factor in the success of teaching, learning, and research in higher education. Education can leverage gamification by enhancing learning management systems to make learning enjoyable and engaging for students. We, however, lack the underpinnings into factors affecting the acceptance of gamification in education. To help solve this, we tested and extended previous acceptance models. Overall, we explored the users' perception and acceptance of adding gamification to learning among students in higher education. The results show that Image is an insignificant factor in students' behavioral intention to use gamification. The current paper contributes to the perceptual process for gamification research in learning; deriving implications for gamification application and pioneering research on gamification acceptance in developing countries. We conclude with opportunities, practical and theoretical implications for researchers and practitioners to extend our knowledge of gamification research.