This study aims to reveal the effectiveness of micro-learning based on gamification in developing some programming skills for deaf university students. into two experimental groups, the first experimental group is taught using micro-learning based on gamification, while the second experimental group is taught using micro-learning only. The study followed the quasi-experimental approach to answer the research questions. The researcher used two research tools, the first: an achievement test to measure aspects Cognitive programming skills, the second: a observation card for the performance of programming skills. The study found a statistically significant difference at the level (0.05) between the mean scores of the two experimental groups (micro-learning based on gamification / micro-learning only) in the post application of the cognitive achievement test. related to programming skills in favor of the first experimental group, and the results also found a statistically significant difference at the level (0.05) Between the average scores of the two experimental groups (micro learning based on gamification / micro learning only) in the post application of the observation card associated with programming skills in favor of the first experimental group, and in light of the results of the study, the researcher recommends the need to pay attention to using micro learning based on gamification in university education because it provides A flexible environment that suits the needs of students of this stage. It also recommends the necessity of providing multiple elements of gamification in micro-learning, focusing on the most important ones to increase learning efficiency, and paying attention to employing micro-learning based on gamification in the context of different courses for deaf students.