Context. E-learning has seen a surge in popularity in recent years, not only in the form of learning apps used in a hobbyist context, but also in the tertiary education landscape. Gamification is a technique often employed in e-learning solutions to increase student motivation. Problem. Students have unique needs in regard to gamification, which depend on many factors, including their personality, their progress in the course curriculum, and their strength and weaknesses in the topics at hand. Up to this point, most research in the realm of gamification in education has been focused on simple mechanisms which are not able to adequately take each student’s unique needs into account. Objective. The objective of our work is to provide a holistic concept for dynamically adaptive personalized gamification with the goal to increase student motivation and learning effectiveness in the domain of tertiary Software Engineering education. In doing so, we aim to not only identify and better understand students’ motivational needs and preferences in the context of gamified learning, but also to offer a structured foundation for educators and researchers seeking to implement or further study adaptive gamification in e-learning environments. Method. We conduct a requirements engineering process to identify Software Engineering students’ needs, common complaints, and desired gamification features. Based on these findings, our concept for a dynamically adaptive personalized gamification system is developed and implemented as a proof-of-concept within the MEITREX Intelligent Tutoring System. A user study is conducted to evaluate the effectiveness and perceived usefulness of the adaptive gamification features, as well as to gather detailed feedback and suggestions which can be used to further refine the concept to students’ needs. Result. Our evaluation results, while limited in statistical power, indicate that students perceived the adaptive gamification features as motivating and engaging. Participants appreciated the system’s ability to adapt to their skill and learning progress. Feedback also showed that students particularly valued the personalized quests, indicating that students appreciate gamification elements which provide guidance and appropriate pacing when working through a course curriculum. Collected qualitative feedback in the form of concrete suggestions and feature requests can be used to further refine gamification concepts. Conclusion. The findings of this thesis indicate that dynamically adaptive personalized gamification could be a valid method to improve learner motivation and engagement in the context of universitylevel Software Engineering students. However, due to the limited statistical power and short-term nature of our study, further research is required to allow a proper evaluation. With our concept as well as the student feedback of the evaluation phase, this thesis provides a starting point for further research and refinement of adaptive gamification concepts for usage in tertiary education.