Throughout recent years, music teachers have increasingly relied on digital tools to reimagine how students engage with music in schools. Among these tools, the integration of game-based elements into educational spaces, known as gamification, has shown potential to increase student motivation and participation. Primary school learners who are navigating critical stages of identity and psychosocial development often find traditional classroom approaches disengaging, leading to decreased participation in lessons. This presentation explores the potential of digital gamification to support identity exploration and strengthen students’ sense of belonging in South African primary school music classrooms. The study examines the impact of digitally gamified learning activities on students’ motivation, self-perception, and participation, as well as the benefits and challenges of integrating gamification into music education contexts in South Africa. The data presented from an original master’s thesis investigating the impact of digital gamification on students’ musical understanding. Data were generated through online questionnaires and teacher self-observations. While identity development was not the primary focus of the original study, identity-related insights emerged during thematic analysis. Thematic analysis revealed that the use of digital gamification increased students’ self-confidence and intrinsic motivation, fostered a sense of belonging, and created opportunities for students to experiment with different roles and identities within collaborative music-making environments. Further benefits of digital gamification included enhanced peer collaboration, greater willingness to participate, and increased respect for diverse perspectives. The study concludes that digital gamification can act as a bridge between students’ digital cultures and traditional music education approaches, supporting inclusive practices and identity-affirming learning experiences. These findings highlight implications for curriculum design and teacher professional development, suggesting that gamified approaches can contribute meaningfully to student development in music classrooms.