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Motivation i utbildning: Lärarperspektiv på gamification i Lunds Tekniska Högskolas programmeringskurser

Wadenbäck, Johannes LU ; Lindskoug, Jakob and Wicktor, Erik (2025) SYSK16 20251
Department of Informatics
Abstract (Swedish)
This study investigates teachers’ perspectives on the use of gamification in programming courses at Lund University’s Faculty of Engineering (LTH), focusing on implementation within the Moodle learning platform. Using a qualitative approach, semi-structured interviews were conducted with instructors who integrate gamification elements such as points, levels, progress bars, and immediate feedback into their course designs. The analysis is grounded in Self-Determination Theory, Flow Theory, Operant Conditioning, and didactic principles, particularly those relevant to adult education. Findings indicate that gamification can enhance student motivation and engagement when aligned with pedagogical goals, supporting autonomy, competence, and... (More)
This study investigates teachers’ perspectives on the use of gamification in programming courses at Lund University’s Faculty of Engineering (LTH), focusing on implementation within the Moodle learning platform. Using a qualitative approach, semi-structured interviews were conducted with instructors who integrate gamification elements such as points, levels, progress bars, and immediate feedback into their course designs. The analysis is grounded in Self-Determination Theory, Flow Theory, Operant Conditioning, and didactic principles, particularly those relevant to adult education. Findings indicate that gamification can enhance student motivation and engagement when aligned with pedagogical goals, supporting autonomy, competence, and structured progression. Teachers reported increased participation but also expressed concerns about fostering excessive extrinsic motivation, potential manipulation of the system, and heightened stress among students. The study concludes that while gamification offers valuable motivational benefits, its effectiveness depends on deliberate design choices that balance enjoyment with meaningful learning outcomes. Implications for practice include the need for pedagogically informed integration of gamified elements and further exploration of their long-term impact on learning. (Less)
Please use this url to cite or link to this publication:
author
Wadenbäck, Johannes LU ; Lindskoug, Jakob and Wicktor, Erik
supervisor
organization
alternative title
Motivation in education: Teachers’ perspective on gamification in the programming courses at the Faculty of Engineering, Lund University.
course
SYSK16 20251
year
type
M2 - Bachelor Degree
subject
keywords
Gamification, Spelifiering, Didaktik, Moodle, Inlärning
language
Swedish
id
9210836
date added to LUP
2025-09-15 10:37:21
date last changed
2025-09-15 10:37:21
@misc{9210836,
  abstract     = {{This study investigates teachers’ perspectives on the use of gamification in programming courses at Lund University’s Faculty of Engineering (LTH), focusing on implementation within the Moodle learning platform. Using a qualitative approach, semi-structured interviews were conducted with instructors who integrate gamification elements such as points, levels, progress bars, and immediate feedback into their course designs. The analysis is grounded in Self-Determination Theory, Flow Theory, Operant Conditioning, and didactic principles, particularly those relevant to adult education. Findings indicate that gamification can enhance student motivation and engagement when aligned with pedagogical goals, supporting autonomy, competence, and structured progression. Teachers reported increased participation but also expressed concerns about fostering excessive extrinsic motivation, potential manipulation of the system, and heightened stress among students. The study concludes that while gamification offers valuable motivational benefits, its effectiveness depends on deliberate design choices that balance enjoyment with meaningful learning outcomes. Implications for practice include the need for pedagogically informed integration of gamified elements and further exploration of their long-term impact on learning.}},
  author       = {{Wadenbäck, Johannes and Lindskoug, Jakob and Wicktor, Erik}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{Motivation i utbildning: Lärarperspektiv på gamification i Lunds Tekniska Högskolas programmeringskurser}},
  year         = {{2025}},
}