To reward or not reward: how the interpretation of virtual rewards affects intrinsic motivation in gamified learning

It has been suggested that the functional significance learners ascribe to virtual rewards in gamified systems can have a significant impact on intrinsic motivation. Yet, to date, there has been a lack of research examining this relationship empirically. In the present study, we therefore applied Cognitive Evaluation Theory to examine how learners’ (n = 162) interpretation of virtual rewards in Duolingo affected autonomy satisfaction, competence satisfaction, and intrinsic motivation. Based on a structural equation modeling approach, our findings suggests that the informational significance learners ascribe to virtual rewards positively affects competence satisfaction, and that autonomy and competence satisfaction together affect intrinsic motivation. For the HCI field, the results point towards the importance of moving beyond treating virtual rewards in gamified learning as a use-or-avoid decision, and instead consider how such design elements can be modified to provide increased encouragement and positive feedback.