Extended Abstract: Bridging Gamification and Bloom's Taxonomy in a Learning Management System for SE Education

Software Engineering (SE) courses in higher education are increasingly relying on Learning Management Systems (LMSs) to support remote and hybrid teaching formats. In this context, Bloom's taxonomy provides a structured framework for understanding and assessing students' cognitive development, enabling lecturers to design learning activities that align with different levels of knowledge and skills. At the same time, gamification has been shown to support student engagement and motivation in SE education. Taking these factors into account is crucial for designing an effective e-learning environment. However, research on combining gamification's opportunities for feedback and engagement using Bloom's taxonomy for SE education is rather limited. This paper presents a design concept for a competency dashboard embedded in an LMS that integrates Bloom's taxonomy with gamified feedback mechanisms tailored to SE education. Gamification elements are personalized using Bartle's player types as a lightweight design heuristic to customize the visibility of feedback features. We report results from a small, formative evaluation with 10 students that explores the perceived transparency, usability, and relevance of the competency progress representations. Building on these initial insights, the paper further outlines a plan for a larger-scale evaluation in a real SE course to systematically investigate the impact of competence-oriented feedback and adaptive gamification.