The inclusive approach aims to support all learners by taking into account their diverse needs and skills, which requires teachers to adapt their pedagogical practices, particularly in terms of assessment. This study aims to assess learners’ acceptance of gamified formative assessment. It seeks to determine whether gamification can be considered a continuous assessment tool for sustainable learning from an inclusive perspective, using the Technology Acceptance Model (TAM). A questionnaire was administered to 100 third-year college students. The results indicate that a majority of students are in favor of experimenting with this method, particularly in the context of the life and earth sciences course. These findings underscore the effectiveness of the TAM model in capturing learner perceptions, and reveal that integrating gamification can offer flexible, personalized learning experiences, while fostering an inclusive educational environment that meets the challenges of diversity and maximizes student engagement and success.