Abstract
This study explores the scientific and methodological foundations for integrating gamification and Bloom’s taxonomy into secondary computer science education through the development and testing of the BilimQuest e-learning portal. The portal was designed to structure learning tasks according to Bloom’s cognitive hierarchy while embedding motivational game elements such as points, badges, and challenges. An experimental study with 312 fifth-grade students from three schools in East Kazakhstan tested whether integrating gamification with Bloom’s taxonomy improves motivation, conceptual understanding, and practical skills. Students were divided into an experimental group using BilimQuest and a control group with traditional instruction. The experimental group used BilimQuest during informatics lessons, while the control group followed traditional instruction. The hypothesis was tested using Pearson’s chi-square ( χ 2 ) analysis. Results showed significant improvements across all three components. Teachers noted that the platform’s analytics supported real-time progress tracking and informed instruction. Based on these findings, it is recommended that gamified digital learning environments be systematically aligned with Bloom’s taxonomy to support higher-order cognitive development and formative assessment in secondary education. The study concludes that the deliberate alignment of gamification with Bloom’s taxonomy constitutes a robust pedagogical approach for digital learning environments, with both theoretical and practical relevance for digital pedagogy and the professional preparation of future educators.