Gamified learning has recently emerged as a promising teaching method aimed at boosting student engagement and improving educational outcomes. However, its effectiveness can vary depending on individual factors such as learning styles. This study examined the connection between learning styles and motivation in gamified learning environments. Data were collected from 104 computer science students at a higher institute of computer science and analyzed in order to explore the relationships between the variables. The findings indicate significant correlations between specific learning styles (visual, sensing, sequential, and active) and intrinsic motivation in gamified settings. Students who displayed these learning styles exhibited higher levels of intrinsic motivation compared to those with other learning preferences. These results emphasize the need to consider individual learning differences when designing and implementing gamified educational activities.