<p>This study investigates the impact of gamified semiotic learning outcomes by incorporating Maya glyphs into a gamified instructional framework. Grounded in the Multiliteracies Theory, gamified semiotic learning emphasizes symbolic representations and interactive designs that jointly influence learners’ cognitive-affective states and language performance. This study conducts a controlled experiment involving three instructional interventions: gamified semiotic learning, gamified learning, and traditional didactic learning. Bayesian multivariate analysis of covariance (MANCOVA) and regression analyses assess the immediate and delayed post-intervention language learning outcomes, which are potentially associated with pre-intervention performance, Maya glyph proficiency, and cognitive-affective factors: motivational engagement (ME), cognitive load (CL), and visual-verbal integration efficiency (VVIE). Results demonstrate that integrating symbolic visual elements into gamified learning environments can enhance short- and long-term language learning progress. ME, CL, and VVIE significantly predict such enhancements only in the gamified semiotic learning condition. Additionally, glyph proficiency is a robust predictor, especially for long-term enhancements, which indicates a sustainable cognitive benefit of gamified semiotic learning. This study validates visual-verbal semiotic systems as efficient language learning facilitators, reflecting a novel symbolic dimension to gamified instruction for language development.</p>