Redesign of a Gamified Software Engineering Course Step 2 Scaffolding: Bridging the Motivation Gap

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). Keywords-component; motivation, e-learning, blended learning,

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