Costa, Maria Manuela Simões Aparício daErjavec, JureBozic, Rhea Nina Klansek2025-02-202025-02-14http://hdl.handle.net/10362/179430Dissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Information Systems and Technologies ManagementE-learning platforms offer flexibility and accessibility but pose challenges in maintaining student engagement and effective time management. This study examines how gamified tools impact student engagement in e-learning, focusing on their role in supporting time management within the self-regulated learning (SRL) framework. Using a qualitative approach, the research combines a literature review with insights from focus groups to explore the effects of gamification on the forethought, performance, and self-reflection phases of SRL. The findings reveal that gamified time management tools, like the Forest app, enhance cognitive engagement by encouraging structured planning, motivating task execution, and fostering reflective practices. Participants noted that features such as rewards, progress tracking, and visual feedback make time management more engaging and impactful. However, limitations in existing tools, including a lack of advanced progress tracking and taskspecific feedback, highlight areas for improvement. The study contributes to education, gamification, and SRL research by offering a framework for understanding how gamified tools influence engagement and providing practical recommendations for tool design.engGamificationTime ManagementSelf-Regulated Learning (SRL)Cognitive EngagementElearningSDG 4 - Quality educationSDG 8 - Decent work and economic growthSDG 17 - Partnerships for the goalsmaster thesis203924762