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

Abstract

This study examines how 31 Swiss primary pupils engaged with the Compendium—an optional, loot box–inspired
feature embedded in the GamesHub platform for reading comprehension. We combined an adapted EGameFlow survey
and trace data (total usage time) to identify distinct engagement profiles. Results show high Knowledge ratings and varied
usage patterns: some pupils spent little time yet rated the Compendium highly, while others used it extensively with more
moderate scores. These findings highlight that non-essential, reward-based tools can foster intrinsic motivation and early
appropriation (instrumental genesis), suggesting design guidelines for inclusive, learner-driven game mechanics.