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This thesis compares the effects of badges andleaderboards in a gamification game used by students studyingFrench. A game is developed in collaboration with teachers froma German university where it is meant to be a tool for themto use in their education. The game itself contains a numberof minigames each with a leaderboard and a set of badges thatthe students can achieve. Information about how the studentsuse the application is then collected and analyzed. This studyaims to deduce what positive and negative effects the badges andleaderboards have on the motivation of the students and howthese gamification elements compare to each other. / DIAL4U

Mathematics is a subject many children find challenging and uninteresting. This is highly problematic because of its use in work and everyday life. Some schools are implementing game-based learning to increase the younger students’ positive relation towards mathematics. An example of a game that uses learning through play is Magical Garden. It teaches mathematics to children between four and six but intends to expand to slightly older children. This thesis investigates the possible effects of and how to integrate the gamification elements badges and leaderboards into the game Magical Garden. To realise this, an extension of Magical Garden was developed as a party game that teaches ten-pairs. User tests were conducted in a first-grade class where they played through different versions of the mini-game and answered correlated surveys. After evaluation of the collected data, the result indicated that the gamification elements were enjoyed by most students and could lead to increased learning capabilities. However, it is worth noting that the user tests only included 18 children. Extended research is therefore required.