The fundamental theory of a gamified system is that the transference of the positive engagement mechanisms found in video games can incentivize mundane work or study tasks to make it more engaging, fun, and dynamic. While the concept of gamification may work for educational purposes on some level, the reality is that not every lesson can be successfully gamified like the fact that not every video game is engaging. This paper aims to examine the application of socio-competition elements with the concept of the social comparison theory in making gamified systems more engaging. The research conducted a quantitative survey comprising of 132 participants using three different levels of gamified classes over a period of two semesters. Using GAMEFULQUEST’s selected social and competitive dimensions, the research concluded that the social and competitive dimensions utilizing the social persuasive theory effectively create a positive community drive for students thus increasing overall class engagement.