Numerous scholars have empirically explored the impact of gamification on enhancing students' learning, yielding varied findings regarding the effectiveness of gamification, but whether students of different learning styles are all supportive of gamified education and game elements is still an open question. This study examined whether and why undergraduate students with different learning styles hold distinctive views towards gamified learning, gamified teaching and game elements. Mixed methods research was employed, with quantitative data collected initially, followed by the collection of qualitative data. In the quantitative phase, two questionnaires--Neil Fleming's VARK (visual, aural, read/write, and kinesthetic) model and Davis's Technology Acceptance Model--were administered to undergraduate students at a private college in China, yielding a total of 516 valid surveys. Interviews with 18 undergraduate students were conducted to explore their perceptions of gamification learning in the qualitative phase. The result verified students' wide affection to gamified education and showed a significant correlation between students' learning styles and their attitudes towards both gamified learning and gamified teaching, as well as their preferences for certain elements of gamified applications. This study discussed potential reasons for the correlations and factors of learners' learning experiences, as well as the usefulness and limitations of gamification applications. The findings could provide a basis for educational researchers, course designers, and game-based learning application designers.