This research synthesis delves into the complex topic of gamification in education, exploring its outcomes for language learning and development. Based on framework set by second language learning theory and method, educational journal articles are reviewed to find differences between extramural and in-class gaming language outcomes, and to investigate implications of gamification for language teachers. It was found that there are only subtle differences between extramural gaming and classroom gaming learning outcomes, and that teachers might not be prepared to use games as a tool for learning, since games are a relatively new phenomenon in the school context, which might require modified teaching methods. There are also factors that might negatively influence the learning outcomes of gamification, such as group dynamics, gender, and cultural background.