Thesis--University of Lucknow. / Bibliography: p. 278-296.

Aman-Allah's effort to modernize Afghanistan in the first quarter of the twentieth century appears on the historic record as a failure. In this work we have sought to illuminate the nature of the problems that prevented success, especially those arising from the powerful institutions of the day. The error that was ultimately fatal to Aman-Allah's regime was his failure to appreciate the power of the 'ulama, pervasive in all levels of the culture, allowing them to become his single most effective opponent. This study has concentrated on the relationship between Aman-Allah and the 'ulama during the critical years 1919-1929. In the beginning Aman-Allah seemed to understand the force that could either support or be activated against him, and tried to work with the 'ulama, drawing their support through Islamic symbols such as jihad and pan-Islamism. The study shows how Aman-Allah initially won the support of the 'ulama by sponsoring the reintroduction of jihad against the British, in which the 'ulama played an important function, and by establishing himself as a major proponent of the pan-Islam movement. The 'ulama were pleased by his approach, with its marked contrast to the anti-clerical attitudes and practices of his grandfather Amir 'Abd al-Rahman. He was able to enlist some of the 'ulama to help formulate and support his reforms. Early in his regime, Aman-Allah had the majority support of the 'ulama. Despite his early popularity with the 'ulama, however, conflict emerged when Aman-Allah ventured to alter tradition regarding the family and society and to introduce radical modernization in Afghan society. Aman-Allah's attempt to recruit the support of the clergy and the tribal chieftains with whom they shared power was finally thwarted by his efforts at social reform. When government modernization deviated from tradition, a breach opened between state and clergy, manifested in the Khust Rebellion. The rift expanded in 1928 when Aman-Allah moved overtly toward secularization. The diverse elements among the 'ulama were solidified into a unitary force by this common threat. In the end, the 'ulama would no longer grant political legitimacy to Aman-Allah's regime, and with that recognition, it must fail.

This paper will clarify the debate surrounding contemporary American foreign policy, and it seeks to bring awareness to the vast field surrounding the topic. This essay is a case study, and it focuses mainly on the Obama doctrine, it does also shed light to the former foreign policy of the Bush administration. The research questions seek to investigate what theory of polarity characterises the Obama doctrine. It does also investigate how the United States foreign policy has changed under the Obama administration, by applying the methodology of a text analysis, the three theories of polarity: “Balance of power, hegemonic theory, and multipolarity” are in turn applied on three challenging areas for contemporary American foreign policy. The results show that the foreign policy led by the Obama administration, is heavily influenced by the theory of multipolarity. / <p>Jag har inte publicerat min uppsats, blev klar med den juni 2013.</p><p></p><p>Tack</p>

Inaug.-Diss.--Ruprecht-Karl-Universität zu Heidelberg. / Bibliography: p. 191-201.

The global movement of peoples and the changing demographics of an ever-more globalized world are undoubtedly becoming increasingly reflected in theatrical practice. Contemporary intercultural performance has become a way for first/second-generation, migrant, immigrant, and exilic artists to re-inscribe and reclaim their agency and cultural identities. This thesis argues for a new method of analysis of intercultural theatre that moves away from the historically "alimentary" relationship between performance cultures - in which one (often the West) borrows and takes from the other (often "the Rest") for its own benefit - towards a methodology of performance analysis that encourages agency of creation with the performer through a more bi-directional or fluid process of intercultural exchange (Lo and Gilbert 43). In looking at three contemporary performances, Fish Eyes by Anita Majumdar, Obaaberima by Tawiah M'Carthy, and DESH by Akram Khan, I argue for a four-point model of performance analysis: encounter, intention, negotiation and emergence. I argue that these four elements are all present within the process of construction and reception of an intercultural performance, and that in deploying them, the artist is able to usher in the creation of new meaning - both semantically and aesthetically - through the means of intercultural exchange.

This paper evaluates the critical response to Samuel Coleridge's "Kubla Khan." In the Introduction I outline my critical approach, which attempts to see the relationships between parts of the poem, sources outside the poem and poet himself. In analyzing Coleridge's esthetics, I have come to the conclusion that the poem was the first of a new type of Romantic poem. The central structural principle of this type of poem is the use of illusion and the fragmented form, or the illusion of the fragmented form. Poems that fall within this esthetic frequently use the "vision within a dream" motif as a metaphor for this illusion.

Submitted by Debora Regina Tomazi null (deboratomazi@hotmail.com) on 2017-07-17T13:27:47Z No. of bitstreams: 1 DISSERTAÇÃO - Débora Regina Tomazi.pdf: 3664646 bytes, checksum: cd56f05dbdb8d7ac4e84438058bac9a4 (MD5) / Rejected by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: O título apresentado na folha de aprovação "A plataforma Khan Academu para o ensino de matemática do 3º ao 5 ano do ensino fundamental: aspectos teóricos e práticos" está diferente do título que consta na capa, folha de rosto e ficha catalográfica do trabalho "A plataforma Khan Academy para o ensino de matemática do 4º ano do ensino fundamental: aspectos teóricos e práticos". Corrija as informações e realize uma nova submissão. 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Agradecemos a compreensão. on 2017-07-18T18:56:58Z (GMT) / Submitted by Debora Regina Tomazi null (deboratomazi@hotmail.com) on 2017-07-24T13:12:04Z No. of bitstreams: 1 DISSERTAÇÃO - Débora Regina Tomazi.pdf: 3690799 bytes, checksum: 708d02131d82e230e162ce9df7762493 (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-07-26T12:57:36Z (GMT) No. of bitstreams: 1 tomazi_dr_me_bauru.pdf: 3690799 bytes, checksum: 708d02131d82e230e162ce9df7762493 (MD5) / Made available in DSpace on 2017-07-26T12:57:36Z (GMT). No. of bitstreams: 1 tomazi_dr_me_bauru.pdf: 3690799 bytes, checksum: 708d02131d82e230e162ce9df7762493 (MD5) Previous issue date: 2017-03-31 / As Tecnologias Digitais da Informação e Comunicação (TDIC) tiveram um grande avanço nos últimos anos e tem estado em constante evolução, ganhando cada vez mais espaço no cotidiano das pessoas, facilitando a troca de informações e conhecimentos. Na educação isso não deve ser diferente, pois tais recursos oferecem ferramentas que podem colaborar no processo de ensino e aprendizagem. Paralelamente, a abordagem da matemática praticada em sala de aula, vem gerando conflitos no processo de ensino e aprendizagem, uma vez que os alunos de hoje, os chamados nativos digitais, convivem diariamente com a rapidez e interatividade da tecnologia. Com o objetivo de investigar a experiência do uso da Plataforma Khan Academy em sala de aula, de modo a analisar sua colaboração no processo de ensino e aprendizagem da matemática do 4º ano do ensino fundamental, a pesquisa de abordagem qualitativa-quantitativa, de caráter participante, foi realizada com 32 alunos do Ensino Fundamental I e a professora da turma, de uma escola pública municipal numa cidade de pequeno porte localizada no interior do estado de São Paulo. Quanto aos procedimentos, optamos pela pesquisa de campo, na qual por meio da observação e registros do uso da ferramenta, pudemos analisar e construir hipóteses a respeito de seu desempenho no ensino da matemática. A turma substituiu semanalmente 2 horas/aulas de matemática por 2 horas/aulas com a utilização da plataforma Khan Academy no laboratório de informática no ano de 2016. As dificuldades encontradas durante as aulas e as estratégias que utilizamos para superá-las, transformaram-se no produto deste estudo de Mestrado Profissional. Elaboramos um guia didático em formato digital com orientações e sugestões para o trabalho com a plataforma Khan Academy em ambiente escolar. Verificamos com esse estudo, que o uso da plataforma adaptativa em sala de aula, desde que feito de forma intencional e planejada, é benéfico para o processo de ensino e aprendizagem da matemática, levando o aluno a se interessar pela disciplina e se tornar ativo nesse processo, sendo assim autor de seu próprio conhecimento. / Digital Information and Communication Technologies (TDIC) has made great progress in recent years and has been constantly evolving, gaining more and more space in people's daily lives, facilitating the exchange of information and knowledge. In education this should not be different, since such resources offer tools that can collaborate in the process of teaching and learning. At the same time, the approach to mathematics practiced in the classroom has generated conflicts in the teaching and learning process, since today's students, the so-called digital natives, coexist daily with the speed and interactivity of technology. With the objective of investigating the experience of using the Khan Academy Platform in the classroom, in order to analyze its collaboration in the teaching and learning process of the 4th year of elementary school mathematics, the qualitative-quantitative approach, , Was carried out with 32 students from Elementary School I and the class teacher from a municipal public school in a small city located in the interior of the state of São Paulo. As for the procedures, we opted for the field research, in which through the observation and records of the use of the tool, we were able to analyze and construct hypotheses about its performance in the teaching of mathematics.The class replaced weekly 2 hours / math classes for 2 hours / lessons with the use of the Khan Academy platform in the computer lab in the year 2016. The difficulties encountered during the classes and the strategies that we used to overcome them, In the product of this study of Professional Masters. We developed a didactic guide in digital format with guidelines and suggestions for working with the Khan Academy platform in a school environment. We verified with this study that the use of the adaptive platform in the classroom, since done in an intentional and planned way, is beneficial to the process of teaching and learning of mathematics, causing the student to become interested in the discipline and become active in this Process, thus being the author of his own knowledge.

Participant à une certaine opacité dans son étude générale, la civilisation nomade des steppes Eurasiatiques fut longtemps considérée comme apolitique et symboliquement ancrée dans la barbarie. Cependant, cette dernière demeure un sanctuaire d’investigation scientifique à l’intérieur duquel le politique s’est considérablement manifesté par la création de nombreuses confédérations tribales. Opérant son entrée dans l’histoire de l’humanité en tant qu’élément perturbateur des sociétés sédentaires, les peuples de la Haute Asie ont ainsi participé, durant près de deux mille ans, à la chute, au bouleversement ou au renouveau des plus grandes civilisations. La création et l’expansion de l’empire gengiskhanide, dès le début du XIIIème siècle a permis de démontrer la faculté pour ces populations de pasteurs nomades d’opérer d’importantes modifications au sein même de leur morphologie sociale, et ce pour les besoins du politique et de la guerre vers l’extérieure. Cependant examinée de l’intérieur, cette civilisation atypique n’en reste pas moins problématique, notamment du fait de son actualisation culturelle. Cette dernière, accomplie au travers de concepts socio culturels alliant pensée animiste, spiritualité chamanique et utilisation de représentations sociales à aspects zoomorphiques, ne semble rentrer dans aucune grille de lecture impériale. La symbolique du loup est ainsi devenue omniprésente dans l’évolution de la morphologie tribale altaïque, participant à une unification massive des tribus turco-mongoles sous l’hégémonie hiérocratique de Gengis Khan. Devenu progressivement élément mythologique attracteur, l’animal carnassier s’est ainsi frayé une place de choix au sein de la mentalité collective nomade, participant directement au chamboulement de la morphologie tribale, pour les besoins du politique et de l’expansion de la civilisation des steppes en terres sédentaires. Au delà de la simple utilisation lycanthropique de l’ancêtre clanique, sa symbolique, réutilisée habilement par Gengis Khan, est en mesure de démontrer à la fois le dynamisme politique à apposer aux sociétés considérées à tort comme «primitives», tout comme l’instauration d’une identité sociale et d’une idéologie guerrière prédatrices. Etablissant de ce fait l’entité nomade comme antagonique mais complémentaire avec la pensée et l’histoire humaine sédentaire. / Participating in a certain opacity in it’s general study, the nomadic civilization of Eurasian steppe was long regarded as non-political and symbolically rooted in barbary. However, the latter remains a sanctuary of scientific investigation within which the political has significantly expressed itself by the creation of many Tribal confederations. It’s entry operates in the history of mankind as a disruptive element of sedentary societies. People of High Asia participated for almost two thousand years to the collapse, disruption or renewal of the world’s greatest civilizations. From the beginning of the 13th century the creation and expansion of the gengiskhanid empire enabled the demonstration of the faculty of these nomad pastors. They operated major changes in their social morphology for the political needs and because of the war outside. Examined from the interior, this atypical civilization remains questions. This is a result of cultural updating. The latter, accomplished through social and cultural concepts combining animist thinking, shamanist spirituality and the utilisation of social representations with zoomorphic aspects doesn’t fit any imperial cases studies. The symbolic representation of the wolf became ubiquitous in the development of the Tribal-Altaic morphology and participation of a massive unification of Turko-Mongolian clans under the hierocratic hegemony of Gengis Khan. The carnivorous animal had progressively became administred as an attraction mythological element and cleared the way to the Tribal collective mentality. This participating directly to the disruption of Tribal morphology for the political needs and expansion of the steppe civilization in settled population territories. Beyond the single lycanthropic utilization of the Tribal ancestor, its symbolism skillfully reused by Gengis Khan demonstrates simultaneously the political dynamism to pin on societes mistakenly considered as « primitive », and the establishment of a predatory social identity and war-making ideology created de facto the nomadic identity as an antagonist but complementary to the social wores and history of human sedentary. / Судалгааны хувьд ерөнхийдөө зарим тайлбарлахад амаргүй байдлыг хуваалцахад, Евро- Азийн тал нутгийн соёлыг урт хугацааны туршид зэрлэг бүдүүлэг байдалтай байсан хэмээн үздэг. Гэсэн хэдий ч сүүлд оршин байсан ариун дагшин газраас шинжлэх ухааны судалгаа авч үзвэл олон овог аймгийн нэгтгэн байгуулсан улс төрийн байдал нь нэлээд тод томруун харуулж өгдөг байна. Хүн төрлөгтөний түүхийн хувьд авч үзвэл уналт, өөрчлөлтийн зөрчилдөөн эсвэл илүү том нөлөө бүхий соёл иргэншлээр шинэчлэл явагдсан байдал зэргээр сууршмал нийгмийн хөгжил нь төв азийн нүүдэлчин улс орнуудын оролцоо нөлөөгөөр 2000 орчим жил тасалдсан. Улс төрийн болон гадагш хандсан дайны шаардлагаар Чингис хааны эзэнт гүрний байгуулалт болон тэлэлт нь 13-р зууны эхэн үед нийгмийн бүтцэд чухал өөрчөлтүүдийг бий болгоход малчин нүүдэлчид их нөлөө үүрэг гүйцэтгэсэн гэдгийг илэрхий харуулж өгдөг. Гэвч дотоод байдлыг нь ухан авч үзвэл энэхүү өвөрмөц соёл багагүй асуудалтай байсан бөгөөд дашрамд дурдахад соёлын өөрчлөлтийн нөлөө ч бас илэрхий байв. Энэхүү нийгэм соёлын үзэл баримтлалыг нь өргөнөөр авч үзвэл сүнслэгжүүлсэн үзэл санаа, бөөгийн сүнслэг үзэл болон амьтны сүнстэй холбосон үзэл санаан дээр тулгуурласан нийгмийн төлөөллийг ашигласан зэрэг нь эзэнт гүрний утга зохиолын хүрээнд оруулсан байдаг. Чингис хааны доор Түрэг-монголчуудын овгуудын өргөнөөр нэгтгэсэн байдлыг хамруулан Алтайн овгийн хэл зүйн хувьсал өөрчлөлтөнд чонын билиг тэмдгийн талаар хаа сайгүй дурдагдсан байдаг. Бодлогын зорилгоор болон соёлын алхамын тэлэлтүүд сууршиж, нүүдэлчдийн ерөнхий сэтгэлгээнд үлгэр домгийн хэлбэрүүд аажмаар багасаж махчин амьтны талаарх сэдэв түгэж эхлэсэн бөгөөд овгийн хэл зүйд шууд өөрчлөлтөнд нөлөө үзүүлэв. Эртний отог аймгийн энгийн бэлэг тэмдэг болсон чонын утгыг Чингис Хаанаар дамжуулан цааш улс төрийн хүч, итгэл үнэмшлийг харуулах арга замаар ухаалгаар дахин ашиглагдаж ирсэн байдал нь хэсэг бүлгийнхний дүгнэлтэнд буруугаар тайлбарлагдах шалтгаан болсон бөгөөд балар эртний дайтан эзлэн түрэмгийлэгч хэмээн тэд авч үзэх болсон бөгөөд нүүдэлчдийн энэхүү байдлыг хувиа хичээсэн байдлаар оршин тогтнож байсан хэдий ч сууршмал соёлын үзэл баримтлал холбоотой зүйлс бас байсан байна хэмээн үзжээ.

Com a inserção das Tecnologias da Informação e Comunicação (TICs) na sala de aula, em especial a inclusão dos laptops e da internet, a formação continuada de professores constitui-se como uma das principais ações das políticas públicas em educação, conquistando espaço nas discussões acadêmicas, políticas e econômicas, com vistas à qualificação da educação brasileira. Justifica-se a escolha do tema a partir de experiências da professora-pesquisadora como formadora de professores em um curso de licenciatura em Matemática e ministrante de cursos de formação continuada, em que percebeu que, em geral, as formações não oferecem subsídios suficientes para a efetiva integração das tecnologias digitais no contexto escolar. A presente pesquisa tem como objetivo analisar como os professores de Matemática da educação básica, em processo de formação continuada, podem aprimorar sua prática docente, levando em consideração a realidade da nova cultura digital e o conhecimento do processo de desenvolvimento da inteligência e do raciocínio do estudante. Foi realizada, em um primeiro momento, uma análise da disciplina “Tecnologias Aplicadas ao Ensino de Matemática”, presente no Projeto Político-Pedagógico do Curso de Licenciatura em Matemática de uma universidade pública federal, à luz da Epistemologia Genética de Piaget, com a intenção de, posteriormente, compreender a influência das tecnologias na prática pedagógica dos professores. Em um segundo momento, um grupo de profissionais da área da Matemática atuantes da rede pública estadual da região de Bagé participou da pesquisa, que consistiu de entrevistas, observação em sala aula e utilização da plataforma Khan Academy. A metodologia de pesquisa-ação foi implementada visando à participação da pesquisadora, com observação e ação, a fim de alcançar os objetivos propostos para chegar à teorização sobre os resultados. Observou-se, a partir dos resultados, que o curso de formação continuada proposto favoreceu a integração de tecnologias digitais no contexto escolar, promovendo mudanças na prática docente e favorecendo a aprendizagem de conteúdos de Matemática. Os professores participantes, ao final do curso de formação, mostraram-se mais confiantes e melhor preparados para utilizar os recursos tecnológicos disponíveis nas escolas, além de sentirem-se encorajados a ampliar sua utilização. O uso da plataforma Khan Academy possibilitou essas mudanças e colaborou para que despontasse um novo paradigma de ensino e de aprendizagem, no qual os conhecimentos prévios dos estudantes, suas dificuldades e potencialidades, são valorizados e considerados como princípios da prática pedagógica. / With the inclusion of Information and Communication Technologies in the classroom, especially the inclusion of laptops and the Internet, continuing education of teachers constitutes one of the main actions of public policies in education, gaining ground in discussions academic, political and economic, with a view to qualifying the Brazilian education. The choice of theme is based on experiences of the teacher-researcher as training of teachers in a degree course in Mathematics and teacher of continuing education courses, when it was possible to realize that, in general, the formations do not provide sufficient subsidies for effective integration of digital technologies in the school context. This research aims to analyze how mathematics teachers of primary education, in continuing education process, can improve their teaching practice, taking into account the reality of the new digital culture and the knowledge of cognitive development process and reasoning of the student. It was held, at first, an analysis of the course "Technologies Applied to the Teaching of Mathematics", present in the political-pedagogical project of the Degree in Mathematics from a federal public university based on Genetic Epistemology of Piaget, with the intention thereafter to understand the influence of technology in pedagogical practices of teachers. In a second step, a group of professionals working in the field of Mathematics of the state public network Bage region participated in the survey, which consisted of interviews, observation in the classroom and use Khan Academy platform. The methodology of action research was implemented aiming at the participation of the researcher, with observation and action in order to achieve the proposed objectives to reach the theorizing about the results. It was observed from the results that the proposed course of continuing education favored the integration of digital technologies in the school context, promoting changes in teaching practice and encouraging people to learn mathematics content. The participating teachers, at the end of training course, proved to be more confident and better prepared to use available technological resources in schools, and they felt encouraged to expand its use. The use of Khan Academy platform enabled these changes and contributed to the debate on a new paradigm of teaching and learning, in which prior knowledge of the students, their difficulties and potential, are valued and considered as principles of pedagogical practice. / Con la inserción de las Tecnologías de Información y Comunicación (TICs) en el salón de clase, en especial la inclusión de los laptops y de la internet, la formación continuada de profesores se constituye como una de las principales acciones de las políticas públicas en educación, conquistando espacio en las discusiones académicas, políticas y económicas, con la mirada vuelta hacia la calificación de la educación brasileña. Se justifica la elección del tema a partir de experiencias de la profesora investigadora como formadora de profesores en un curso de licenciatura en Matemáticas y ministrante de cursos de formación continuada, en los que ha percibido que, en general, las formaciones no ofrecen subsidios suficientes para la efectiva integración de las tecnologías digitales en el contexto escolar. Esta investigación tiene como objetivo analizar como los profesores de Matemáticas de la educación básica, en proceso de formación continuada, pueden perfeccionar su práctica docente, llevando en cuenta la realidad de la nueva cultura digital y el conocimiento del proceso de desarrollo de la inteligencia y del raciocinio del estudiante. Se realizó, en un primer momento, un análisis de la asignatura “Tecnologías Aplicadas a la Enseñanza de Matemáticas”, presente en el Proyecto Político Pedagógico del Curso de Licenciatura en Matemáticas de una universidad pública federal, con base en la epistemología genética de Piaget, con la intención de, posteriormente, comprender la influencia de las tecnologías en la práctica pedagógica de los profesores. En un segundo momento, un grupo de profesionales del área de Matemáticas actuantes en la red pública estadual de la región de Bagé participó de la investigación, que consistió en entrevistas, observación en el salón de clase y utilización de la plataforma Khan Academy. La metodología de investigación acción ha sido implementada visando a la participación de la investigadora, con observación y acción, a fin de alcanzar los objetivos propuestos para llegar a la teorización sobre los resultados. Se observó, a partir de los resultados, que el curso de formación continuada propuesto ha favorecido la integración de las tecnologías digitales en el contexto escolar, promoviendo cambios en la práctica docente y favoreciendo el aprendizaje de contenidos de Matemáticas. Los profesores participantes, al final del curso de formación, se mostraron más confiantes y mejor preparados para utilizar los recursos tecnológicos disponibles en las escuelas, además de que se sientan entusiasmados a ampliar su utilización. El uso de la plataforma Khan Academy posibilitó esos cambios y colaboró para que surgiera un nuevo paradigma de enseñanza y de aprendizaje, en el que los conocimientos previos de los estudiantes, sus dificultades y potencialidades son valorados y considerados como principios de la práctica pedagógica.

Education through e-Learning services have today millions of active users. These services are often including elements of gamification to better illustrate certain aspects and motivate their users. We are researching how gamification has been applied to three selected e-Learning services by analysing to which degree these services relates to Scott Nicholsons theory and framework RECIPE for a meaningful gamification. The theory describes how gamification can be used to instil an intrinsic motivation and meaningful engagement in users. It seeks to help avoid controversial potential pitfalls surrounding the subject as with addictive, thoughtless scoring systems. We are examining to which degree the three services are applying and utilizing meaningful gamification from the standpoint of the various concepts of the selected framework. By thorough research of the theory and examination of previous studies in the researched field we have designed a grading scale that seeks to illustrate which functionality should be implemented to fully/partly/fail to meet the requirements of the concepts in Nicholsons framework. A description of the functionality of the services is included followed by an application of the theory on the selected, researched parts. By applying the theory we seek to concretize, analyze and compare the elements that, to various degrees, fulfills meaningful gamification according to Nicholson. We have not issued tests to research if the studied elements in actuality leads to an intrinsic motivation and meaningful engagement. The results show that the studied parts of the services are lacking elements that according to us as the writers of this study, are necessary to fulfil RECIPE’s various concepts. The services varies in to which degree and in some cases in which way the concepts are fulfilled. The standalone concept that all of the services realized in its entirety was Information where the requirements amongst others are clear descriptive indications of the users progress as well as enlightenment in how and in what way the information that the service provides is applicable. Our research shows that all researched e-Learning services are lacking aspects that enables complete fulfillment of RECIPE’s complete set of concepts. The study gives an insight into what is demanded to realize meaningful gamification according to Nicholson’s theory by illustrating and analyzing the functionality of the studies services. Because of the way we have had to make subjective assessments, the limited scope along with the lack of actual tests we do consider our conclusions and thus study to not live up to its full potential. Continued research is necessary to further validate the study and if the application of the theory in fact leads to meaningful gamification. We discuss further surrounding the theory along with in learning of this nature in general in the chapter Diskussion. / Inom utbildning har e-Learningtjänster tagit vid med miljontals aktiva användare av tjänster. Dessa e-Learningtjänster använder sig ofta av element av gamification för att illustrera moment och motivera sina användare. Vi undersöker hur gamification appliceras i tre undersökta tjänster och analyserar i vilken mån denna förhåller sig till Scott Nicholsons teori och ramverk RECIPE för meningsfull gamification. Teorin beskriver hur gamification kan användas för att inge en inre motivation och ett meningsfullt engagemang hos användare. Den ämnar undvika omdiskuterade fallgropar inom ämnesområdet såsom beroendeframkallande, tanklös poängutdelning. Vi undersöker i vilken omfattning de tre tjänsterna använder sig av meningsfull gamification utifrån ramverkets diverse koncept. Genom utförlig instudering av teorin och undersökning av tidigare forskning inom ämnet har vi konstruerat en bedömningsskala som illustrerar vilken funktionalitet som bör finnas för att helt, delvis och ej uppfylla koncepten i Nicholsons ramverk. Vi har sedan beskrivit tjänsternas funktionalitet och applicerat teorin på de undersökta delarna för att konkretisera, analysera och jämföra de element som i olika grad uppfyller meningsfull gamification enligt Nicholson. Vi har inte utfört tester som visar om de undersökta elementen faktiskt inger inre motivation och meningsfullt engagemang. Resultaten visar att de undersökta delarna saknar många av de element som vi bedömt ska finnas med för att uppfylla RECIPEs diverse koncept. Tjänsterna varierar i vad som uppfylls och i viss mån på vilket sätt. Konceptet Information var den enda i teorin som uppfylldes helt av samtliga undersökta tjänster där kraven bland annat är tydliga beskrivande framstegsindikationer samt upplysande om användningsområden för den utgivna informationen. Vi kommer fram till att samtliga tjänster saknar aspekter som möjliggör uppfyllandet av RECIPEs alla koncept. Studien ger en inblick i vad som krävs för att enligt Nicholsons teori uppnå meningsfull gamification genom konkretisering och analyseringen av funktionalitet. Vi anser dock att på grund av nödvändiga subjektiva bedömningar och studiens begränsade omfång samt avsaknaden av tester att studiens och temats fulla potential hämmas. Fortsatt forskning är nödvändig för att avgöra validiteten av studien samt om appliceringsområden för teorin leder till verklig meningsfull gamification. Vi diskuterar vidare kring teorin och allmänt om lärande av denna natur i kapitlet Diskussion.