Learning scorecard: monitor and foster student learning through gamification Elsa Cardoso 1 , Diogo Santos 2 , Daniela Costa 2 , Filipe Caçador 2 , António Antunes 2 , Rita Ramos 2 University Institute of Lisbon (ISCTE-IUL) and INESC-ID, Lisbon, Portugal elsa.cardoso@iscte.pt University Institute of Lisbon (ISCTE-IUL), Lisbon, Portugal {diogo_leo_santos, dscaa1, filipe_cacador, antonio_lorvao, rita_parada}@iscte.pt Abstract. This paper presents the Learning Scorecard (LS), a platform that ena- bles students to monitor their learning progress in a Higher Education course dur- ing the semester, generating the data that will also support the ongoing supervi- sion of the class performance by the course coordinator. The LS uses gamifica- tion techniques to increase student engagement with the course. Business Intelli- gence best practices are also applied to provide an analytical environment for student and faculty to monitor course performance. This paper describes the ini- tial design of the LS, based on a Balanced Scorecard approach, and the prototype version of the platform, currently in use by graduate and undergraduate students in the fall semester of 2016-2017. Keywords: Balanced Scorecard. Business Intelligence. Student learning. Gami- fication. 1 Introduction A recurrent problem in Higher Education is the lack of information about the pro- gress of student learning in “real” time. Various statistics are calculated by Planning and Institutional Research offices offering a post analysis of academic success for each semester (e.g., evaluated, approved, and retention rates). Current pedagogic guidelines also encourage course coordinators to clearly define a set of tasks that students should perform autonomously additional to the course classes (e.g., exercises to be solved, basic and complementary bibliography that should be read). However, there is still little institutional support provided to students and faculty regarding the monitoring of the student learning experience and ongoing autonomous work completion throughout the semester. On the one hand, students do not know if they are correctly performing the proposed autonomous work, that is supposedly “a route to success in the course”. On the other hand, a faculty has no information regarding the real commitment of students to the learning experience, apart from his/her experience-based perception of the class behavior. 39