This study focuses on investigating university students' engagement intention in online gamified learning, particularly in the context of the COVID-19 pandemic. By employing structural equation modeling (SEM) and fuzzy-set qualitative comparative analysis (FSQCA), this research identifies key factors and paths that influence engagement intention, contributing to a deeper theoretical understanding of online gamified teaching. The results of PLS-SEM show that perceived enjoyment, perceived usefulness, and output quality have a positive and significant impact on engagement intention, while subjective norms do not have a significant influence on engagement intention in online gamified learning. The FSQCA results reveal that subjective norms and perceived enjoyment are core conditions for engagement intention. These research findings provide important empirical support for understanding university students' engagement intention in online gamified teaching, uncover the mechanisms of different factors in the formation of engagement intention, and offer a theoretical basis for the practice and policy-making of online gamified teaching. They also provide directions for future research and exploration.