In theory, educational applications that are engaging and motivating should easily persuade learners to use a mobile device for studying. Since this technology is already familiar to learners, mobile learning should be easily accessible; given a suitable m-learning application, learners could practice mathematics anytime or anywhere. LevelUp is an m-learning application, an example of educational persuasive technology that provides learners with educational content to practice mathematics exercises, it offers learners who successfully complete mathematics exercises with rewards, such as airtime or data bundles. The use of rewards is intended to persuade the learners to establish a new, sustained, learning behaviour. However, in the research reported on in this paper the learners were not attracted to and persistent in using the application. The aim of this study was, therefore, to understand the learners' perspective of the LevelUp application as a persuasive technology. This is an explanatory case study where the interpretive paradigm was used for analysis. The analysis used Fogg's Behaviour Model and Activity Theory as a way to understand this complex activity and to highlight the contradictions between LevelUp's intentions as a persuasive technology and the learners' perspective. Focus group interviews, questionnaire and observation were all used to collect data. The study contributes towards designing educational persuasive technologies that are effective and sustainable for use after school time from the learners' perspective. [For the complete proceedings, see ED600498.]