Do Badges and Rewards Actually Motivate Children to Learn?

The debate about extrinsic rewards in education has been going on for decades. One camp argues that rewards undermine intrinsic motivation — that children who are paid to read will stop reading when the payment stops. The other argues that rewards build habits that eventually become self-sustaining. Who's right?

The truth, as usual, is in the details. Research by Deci and Ryan (1985) found that tangible, expected rewards for activities children already enjoy can reduce intrinsic motivation. But rewards for activities children are neutral about — or initially resistant to — can build engagement that eventually becomes intrinsic.

The key is the type of reward. Informational rewards — those that give feedback about competence ('You've mastered 3-digit addition!') — consistently increase intrinsic motivation. Controlling rewards ('Do this to get that') are more likely to undermine it.

Sodafom's badge system is designed around informational rewards. Each of our 22 badges represents a genuine achievement — completing 10 games, earning 100 stars, mastering a subject. The badge tells the child something true about their ability. It's not a bribe; it's a milestone marker.

Stars work similarly. They're not given for showing up — they're earned based on performance (50%+ score for 1 star, 75%+ for 2, 90%+ for 3). This means they carry information: a 3-star score means something. Children quickly learn to aim for 3 stars not because of the stars themselves, but because they want to know they've truly mastered the material.

The goal of any reward system should be to make itself unnecessary. At Sodafom, we see children who start playing for the stars and badges, and end up playing because they genuinely love learning. That transition — from extrinsic to intrinsic motivation — is the real win.