451 Summary insights, and any provided literary or non-literary sources to formulate new insights or argued evaluations. A second conclusion is that the developed reasoning assignments challenge students to reason at a high level and use their literary skills. The substantive adjustments that were made to the assignments and the reasoning model have led to better reasoning results. This illustrates the value of educational design research: identified problems can be repaired and the effect of that repair can immediately be evaluated in a next phase of the study. The improvements made during the development phases resulted in improvements in students’ answers. Therefore, a third conclusion is that this study demonstrates the value of educational design research in developing learning materials. The results on learning show that a digital method can teach students how to reason on historical literature. The students’ motivation, however, shows a different pattern. In the analogue version, the students’ autonomous motivation was higher than their regulated motivation. Autonomous motivation represents a combination of intrinsic motivation (I like it) and identified motivation (It is important for me to learn this). Regulated motivation represents a combination of external motivation (I don’t like it, but I do it because I have to) and introjected motivation (I get a bad feeling when I don’t perform well). In the hybrid version and the digital version, students showed more external motivation in their evaluations than students who participated in the study of the analogue version. Students who participated in the study of the hybrid and digital versions commented more often that they considered the system of reasoning about literature as ‘repetitive’ and ‘much of the same’. This makes clear that digitalisation and gamification do not automatically increase students’ motivation. Discussion and recommendations The results show that students can reason at a high level on historical literature in a digital learning environment. A problem often mentioned by critics is that digital methods do not provide enough interaction for good learning. Although in my study I have always linked the element of interaction to motivation, interaction is also seen as one of the most important components of learning experiences, both in conventional classroom education and in digital education. Interaction between students was only added in the fourth and final version (which has not yet been investigated). The limited interaction in de (third) digital version may have limited the students’ learning. An increase in interaction could strengthen their learning outcomes. This study showed that adding game elements in educational games does not automatically lead to an increased motivation on the part of the students. An explanation
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