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

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