Gamification, which is the implementation of game elements in non-game situations such as the educational sector, has received its popularity in recent years due to its positive impact on the teaching and learning process. The manipulative nature of gamification is often criticized as it traps students in a reward loop, diminishing the positive effect as time elapses. However, major studies ignored the depth of gamification and thus, the purpose of the study is to identify the effect of gamified depth on students’ intrinsic motivation and performance levels. This study uses a quasi-experimental approach that involves a total of 117 undergraduate students separated into control (n=57) and experimental (n=60) groups. Then they are exposed to two gamified platforms, Kahoot! for shallow gamification and Classcraftfor deep gamification respectively throughout 4 weeks. The study utilizes the Intrinsic Motivation Inventory (IMI) to measure the changes that occur within students’ intrinsic motivation level over the study and an achievement test is given at the final lesson. T-tests and regression analysis were used to test the hypothesis of this study. The results showed that deep gamification does increase learners’ intrinsic motivation level, but shallow gamification decreases. Anyhow, students who use the shallow gamified learning environment have a higher performance than those in a deep gamified environment. Students’ language mastery, interest, attitude, and familiarity with technology are presumed to affect the outcome of the studies. Distinct subjects and age groups are recommended for future studies to develop a proper gamified depth framework in the educational sector.