This study examines the differences between Gamification and project-based Learning (PBL) in teaching research writing to university students. Thirty participants were split into two groups using a qualitative research design: one group received instruction via Gamification, which included challenges and prizes, while the other group received PBL, which involved students working on real-world research projects. Results show that Gamification made studying more interesting and fun while significantly increasing student enthusiasm and involvement. Even though Gamification was ideal for short-term engagement, the approach did not improve research writing proficiency. In contrast, PBL was more beneficial in improving critical thinking, analytical skills and research writing skills. Students in the PBL group demonstrated stronger writing abilities and analytical skills. This study emphasizes the necessity of including PBL in research writing courses and proposes a hybrid strategy combining the two approaches to offer the best possible learning environment.

Gamification, Project-Based Learning, Research Writing

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