This study explores the different motivations and learning styles of students using a game for revision in a leading university. The research is unique in attempted to understand the coaction of motivation and learning style through rich qualitative empirical work, which unpacks the opinion of game users and their inherent real-life experience of educational gamification and associated game elements. Our findings indicate that there are three specific modes of interaction between motivation and learning which we call 'motivational learning modes'. As this is a preliminary study, we conclude by detailing our future work and fruitful avenues for expanding educational gamification research based on our insights.