Imagine being handed two books. In one case, you choose which to read; in the other, the decision is made for you. The books are equally engaging and from a genre you enjoy—but does the simple act of choosing change your reading experience?
In our new study, we set out to answer this question. We invited adults to take part in an online reading task. On some occasions, they could select which book extract they wanted to read; on others, the computer made the choice for them. All the extracts came from the Quick Reads collection developed by the Reading Agency—short, punchy, and accessible books designed to draw readers in, written by well-known authors. After reading, participants rated how much they enjoyed the extract and how much they would be willing to pay for the book.
The results were striking. People consistently enjoyed extracts more when they had chosen them, and they were willing to spend more money on those books. Critically, the books themselves weren’t “better”—we carefully balanced the options across participants. What mattered was the act of choosing.
To test whether this effect depended on knowing the exact book, we repeated the experiment. This time, participants only chose between popular genres—for example, “mystery” versus “fantasy.” In some trials, they made the choice; in others, the computer randomly assigned them a genre. They then read the selected extract and again rated enjoyment and willingness to pay. Once again, even when readers did not know in advance which specific book they would receive, simply making a choice about the genre was enough to increase both their enjoyment of the extract and the value they placed on it.
So why does choice matter? Neuroscientists suggest choice provides “agency”: the feeling of being in control. Such agency makes experiences more rewarding—for example, neuroscience research shows that actively chosen rewards spark stronger responses in the brain’s reward circuits than rewards received passively. Our findings indicate that this agency effect extends to reading. Choice doesn’t just reflect our preferences—it can enhance them.
This echoes what we know about decision-making more broadly. Autonomy has been shown to shape how much people enjoy everyday activities, whether it’s selecting what to eat for dinner, deciding which film to watch, or planning where to go on holiday. Reading appears to follow the same pattern. The implications for education are significant. Decades of psychological research demonstrate that autonomy is a basic psychological need that supports intrinsic motivation—the kind of motivation that sustains long-term habits. This suggests that when readers, particularly children, are given the chance to select their own books—even from a small, curated set like in our study—they are more likely to feel engaged, motivated, and enthusiastic about reading.
Of course, questions remain. How much choice is optimal before it becomes overwhelming? Do readers benefit from guidance in making choices, particularly when they are younger or less experienced? Too much freedom could be paralysing, while too little may be demotivating.
Still, the core message of our research is straightforward: being allowed to choose what you read makes reading more enjoyable. Perhaps the most powerful thing we can do to motivate readers is also the simplest—give people choice when they are asked to read.