Gamified learning apps have proliferated for language learning in contemporary Higher Educational contexts, owing to their capacity to enhance learner engagement and motivation. However, limited empirical attention has been given to the psychological and cognitive mechanisms through which learners' interactions with gamified elements translate into behavioral intentions (BI) to adopt gamified learning apps. This study explores the impact of Gameful Experience (GE) on BI, operationalized through the GAMEX Experience Scale. It further probes how the components of the Involvement Load Hypothesis (ILH), namely, need, search, and evaluation, both influence BI and mediates the GE and BI relationship. Data were collected from 250 respondents based on a structured online questionnaire disseminated on social media platforms through convenience sampling. The dataset was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings demonstrated that GE significantly influenced need, search, and evaluation. Among the ILH components, need and evaluation exerted significant and substantial effects on BI. Furthermore, the influence of GE on BI was fully mediated through the ILH components need and evaluation, whereas search did not exhibit a mediating effect. The study offers both theoretical and practical insights for designing more interactive, challenging, and engaging educational technologies that incorporate gamified elements for language learning.