Should we stop giving kids gold stars for good work? Will gamified learning kill intrinsic motivation? These questions have fueled debates in education for decades. Some argue that rewards boost motivation, while others warn they can undermine a child’s natural desire to learn. But what if the truth isn’t so black and white? A new study by Bardach and Murayama challenges – again – this rigid thinking, showing that rewards are neither universally good nor bad. Instead, their effects depend on when and how they’re used.

The Myth of the One-Size-Fits-All Answer

For years, psychologists have debated whether external rewards (stickers, money, grades) help or hurt motivation. Some research suggests that rewards crush intrinsic motivation—the joy of learning for its own sake—by making people focus on the reward rather than the activity itself. Others find that rewards can encourage engagement and effort, especially when tied to performance rather than mere participation.

This new study argues that both perspectives have merit but miss the bigger picture. Instead of asking if rewards are good or bad, we should ask when they are helpful and when they get in the way.

The Motivation Transformation

One of the study’s key insights is the idea of motivation transformation. Extrinsic rewards can act as a launchpad for engagement, particularly for students who aren’t initially motivated. Imagine a student who doesn’t care about math. If you offer them a small reward for completing problems, they might start working just for the prize. However, as they improve and experience problem-solving satisfaction, their motivation can shift from external (the reward) to internal (the enjoyment of learning). In other words, the reward gets them in the door, but the teaching keeps them there.

However, continuously dangling rewards in front of students can backfire once students are engaged. If they start associating learning only with rewards, they may disengage when the rewards disappear. This explains why some studies find that rewards undermine long-term motivation.

Gamification and Learning: A Double-Edged Sword?

The study also touches on gamification—using game elements like points, badges, and leaderboards in education. Some fear that these rewards will erode genuine interest in learning. However, the researchers suggest that gamification can work if it sparks curiosity and provides a pathway to intrinsic motivation.

For example, a history game that rewards students with badges for uncovering facts about ancient civilizations can create a positive feedback loop. The student starts for the badge but stays because they genuinely enjoy learning. The trick is ensuring the game encourages exploration rather than just making students chase rewards.

The Key Takeaway: Rewards Aren’t the Enemy—Misuse Is

This study makes a strong case for moving beyond the simplistic “rewards are bad” argument. Instead, it suggests a more nuanced approach:

• Use rewards to spark initial engagement, especially for reluctant learners.
• Gradually shift the focus from external rewards to internal satisfaction.
• Avoid over-relying on rewards once students are already motivated.
• Design gamified learning experiences that encourage curiosity rather than mere point-chasing.

In short, rewards are a tool—neither good nor bad on their own. Like any tool, their effectiveness depends on how we use them. So, before we ban stickers and badges, let’s consider how they might help students discover the joy of learning in the first place.

Abstract of the study:

Background

A vast amount of research has examined how extrinsic rewards influence motivation in learning. Whereas some studies have indicated that rewards are beneficial for increasing students’ motivation, others have argued that rewards undermine motivation, especially so-called intrinsic motivation.

Method

We conducted a narrative review, building on the reward-learning framework of knowledge acquisition. We argue that the two perspectives do not actually contradict each other and that researchers should look beyond the simple dichotomy of whether rewards are good or bad for motivation.

Results and conclusions

Rewards may be conceptualized as either extrinsic incentives (i.e., extrinsic rewards) or internal positive feelings that arise from the learning process or from knowledge acquisition itself (i.e., intrinsic rewards). Importantly, the reward-learning framework of knowledge acquisition suggests the possibility of motivation transformations in that extrinsic rewards can serve as an “entry point” for engagement, thus helping students start up the positive feedback loop of internally rewarding learning processes. However, once such a positive feedback loop has been established, extrinsic incentives could interrupt the process, potentially undermining long-term engagement. We outline several mechanisms that may transmit motivation transformations and related future research directions. Our discussions are enriched with references to gamification and educational videogames.