Gamification has been widely observed in learning English around the world. It made the process of teaching and learning more interactive. This study aims to investigate the impact of gamified blended learning (here after GBL) on enhancing English literature learning for the 11th grade in selected governmental schools in Jerusalem Suburbs Directorate. The sample consisted of (109) students from both genders. The researcher adopted the mixed-method design to accomplish the goals using four instruments, an achievement test (pretest and posttest), and a semi-structured interview with (20) students. For data analysis, the researcher used the SPSS program to analyze data to achieve the study goals. The researcher used means and standard deviations to analyze the results of the two achievement tests and the ANCOVA test. Whereas Cronbach's Alpha is used to check the reliability of each item of the questionnaires. Data showed the suitability of the instruments for the study. The achievement test results show differences between the experimental and controlled groups in favor of the experiment groups. This means that using GBL enhances students' achievement in learning English Literature. At the same time, the result of the two questionnaires' (Motivation and Perception) analysis showed the result in favor to the experimental group in the post distribution. This means that using GBL in teaching English literature enhances students' achievement, motivation, and perception of English literature. Results of the interview indicates 1 theme, and 3 sub-themes. They revealed that using GBL in teaching English literature enhanced learning outcomes finally, the study recommended that teachers should use more game elements such as levels and leaderboard to increase students' motivation and enhance their classroom interaction.