<p>This study investigates the impact of gamified project-based learning (GPBL) on the learning motivation of elementary students in rural China and investigates how they perceive GPBL. Using GPBL as an intervention, this study adopts a descriptive qualitative research design, where observation notes, interviews, and focus groups triangulate to illustrate students’ motivation and perceptions, along with documentation of photos and videos. This study presents behavioral, emotional, and attitudinal representations of the student’s motivation and motivational change during the implementation of GPBL. Analysis shows that PBL satisfies students’ need for autonomy, promotes their perceptions of the usefulness and value of learning, and increases their self-efficacy, which influences their intrinsic motivation, while the gamification mechanism works for their extrinsic motivation by regulating rewards. This study finds that students perceive GPBL as an intriguing and meaningful learning process for its novelty experience, usefulness, collaboration, and rewards.</p>