Investigating the correlation between gamification and Bloom's Taxonomy

Computer science (CS) education in higher education is increasingly conducted using learning management systems (LMSs) for remote or hybrid formats. In this context, Bloom's taxonomy offers a structured framework for understanding and assessing students' cognitive development, helping instructors design learning activities aligned with different levels of knowledge and skills. At the same time, gamification has been shown to enhance student engagement and motivation. Taking these factors into account is crucial for designing an effective online learning environment. However, research on combining gamification and Bloom's taxonomy in one LMS for CS education is rather limited. This paper presents BloomTaG, an LMS concept that integrates both concepts and evaluates the approach using students in higher CS education. Our research identified gamification elements that can be combined with Bloom's taxonomy to present students with gamification elements adapted to their learning level and individual motivational factors through defining their Bartle's player types. The evaluation results, which are based on semi-structured interviews and pre- and post-tests on student motivation, indicate a stable level of motivation and a fairly positive perception of the BloomTaG concept. The results of this paper are valuable to advance research and development of gamification in LMSs and to guide lecturers in higher CS education.