This work serves to prove the effects of gamification in an educational exercise. Through extensive theoretical analysis gamification is defined and a fitting approach is discussed. A case-specific approach with flashcards (learning Dutch words) is used to test these effects. Two versions of a flashcard exercise are implemented and tested --- one without gamification and one with gamification. Users test both versions and their performance is measured after each play through via a test that will show how many words they have learned to spell. A questionnaire is filled out and the two different versions are evaluated in terms of the enjoyment and motivation of the users. The tests show that although the test participants do not seem to learn more from the gamified version, they enjoy themselves more and are more likely to play it again --- thus an increase in motivation and therefore user retention can be infered.