This study investigated the use of gamification in blended learning for a bachelor's degree class in educational technology. Points and leaderboards in class were implemented to research the influence on intrinsic motivation and collaborative learning. In the quantitative part, comparative data was collected in a between-groups design. Forty-six participants took part in the control group (non-gamified) and 51 students participated in the treatment group (gamified). In the qualitative part, follow-up in-depth interviews with six participants from the gamified seminars were conducted. Quantitative findings showed a significant difference for both variables 'Intrinsic Motivation' and 'Collaborative Learning' between both groups. Qualitative findings revealed that students appreciated an active engagement through the gamification concept, as it helped towards purposeful learning behavior, fostered team spirit in the working groups, and supported increased collegial and professional interaction. Finally, a well-structured peer review allowed for assessment of student's learning progress.