Investigating Pupils' Motivation with a Reward-Driven Feature in a Game-Based Learning Environment

A study of 31 Swiss primary pupils examined the Compendium, an optional loot box-inspired reward feature within GamesHub, a reading-comprehension platform, to determine whether a non-essential reward tool could evolve into a genuine learning instrument. Framed through gamification, self-determination theory, and instrumental genesis, the investigation sought to understand how pupils experience motivation and engagement when a game-based learning environment offers a reward mechanism that is not required for progress.

Over ten weeks in two classrooms, the researchers applied an adapted version of the eGameFlow survey, extended with a Knowledge Improvement dimension, alongside trace data on compendium use. Ratings were positive across all five flow dimensions. Knowledge Improvement scored highest (M = 4.47, SD = 0.60), followed by Autonomy (4.32), Challenge (4.26), and Concentration (4.14). Immersion was lowest and most variable (M = 3.70, SD = 1.09). Knowledge Improvement correlated significantly with both Concentration (r = 0.486, p < .001) and Immersion (r = 0.579, p < .001), suggesting that pupils who perceived learning gains also reported deeper focus and absorption.

By contrast, time spent in the compendium showed only a weak and non-significant relationship with appreciation scores (r = 0.21, p = 0.24), indicating that the amount of use did not strongly predict how much pupils valued the feature. The authors conclude that the reward-driven compendium may support engagement and early signs of instrumental genesis. They qualify this conclusion by acknowledging the small sample, the modifications made to the survey instrument, and the need for longitudinal evidence before firmer claims about sustained learning benefits can be drawn.