Redesign of a gamified Software Engineering course

This paper builds on work previously published as best paper at CSEDU 2013 [1], which describes the motivation gap between the teacher's view of student motivation and their actual motivation. As a result of this mismatch, the gamified Software Engineering course under observation [2], did not appeal to the students in the expected way. Our findings give rise to a number of design criteria for e-Learning and blended course that address the motivation gap in order to increase the number students that are able to self-regulate their studies and stay or become motivated by the course as defined by Dan Pink's motivational factors: autonomy, mastery and purpose [3].