The integration of Gamified Learning Tools (GLTs) in education has shown numerous benefits in improving learning outcomes. However, the adoption of such tools in secondary schools remains low. This study aims to fill the gap in the literature by examining the factors influencing teachers’ intention to adopt such tools in secondary schools. We used the UTAUT2 model as a theoretical foundation and expanded it by including two new variables: student motivation and engagement and self-efficacy. Data was collected from 218 teachers in Jordan through an online survey. The study’s results revealed that performance expectancy, hedonic motivation, effort expectancy, self-efficacy, student motivation and engagement, and facilitating conditions were significant factors influencing teachers’ intention to adopt gamified learning tools. However, habit and social influence did not have a significant impact. The findings contribute to a better understanding of the factors influencing teachers’ intention to adopt GLTs and provide practical recommendations for stakeholders.