While gamified mobile learning holds the promise of offering an interactive learning environment, the predictors of its adoption remain underexplored. This paper therefore examines the impact of the Unified Theory of Acceptance and Use of Technology (UTAUT) augmented with cognitive gratification and perceived enjoyment on intention to use gamified mobile learning in higher education. 271 valid responses were obtained from students from different regions of Saudi Arabia, using an online questionnaire. Structural Equation Modeling was employed to analyse the data, using AMOS. The findings reveal that perceived enjoyment and social influence had the strongest effects on intention to use gamified mobile learning, followed by performance expectancy and effort expectancy, while cognitive gratification had no influence. The proposed model explained 71% of the variance in usage intentions. The key contribution of this paper is the empirical evidence of the impact of the extended UTAUT on intention to use gamified mobile learning.