["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nGamification has demonstrated potential for enhancing motivation and academic performance in online learning contexts. Nevertheless, given the inconsistent findings in prior research, additional investigation is warranted to clarify its effects on intrinsic motivation, performance, and psychological need satisfaction.\n\n\nObjectives\nTo address the mixed findings in prior research, this study empirically investigates the effects of two game design elements, badges and freedom of choice, on college students' psychological need satisfaction, intrinsic motivation, and performance in an online learning environment.\n\n\nMethods\nGuided by self‐determination theory, a gamified online learning environment was developed using TalentLMS. Participants (N = 210) were randomly assigned to one of four groups: badges, freedom of choice, badges with freedom of choice, or control (no badges, no freedom of choice).\n\n\nResults and Conclusions\nThe findings indicate that while badges diminished learners' intrinsic motivation and failed to satisfy the need for competence, freedom of choice indirectly boosted intrinsic motivation by fulfilling the need for autonomy. Neither badges nor freedom of choice significantly improved learner performance. The discussion emphasizes the need for caution when integrating badges into learning contexts and explores the theoretical and practical implications of these results.\n\n"]