Intrinsic motivation is a key element of successful and effective learning. In computer science lessons, some students lack this kind of motivation. Physical computing requires learner initiative and activity, places high demands on their skills for self-determined learning and appeals to different senses. These characteristics suggest that physical computing activities are suitable for promoting intrinsic motivation. With the aim of investigating motivational aspects of physical computing activities in different classroom settings, questionnaire data from students are evaluated both as a whole and in comparison with each other. A short scale of intrinsic motivation was adapted and used in this cross-sectional study. The data was evaluated and compared to qualitative data from the same classrooms (e. g. gathered in learner reports or teacher interviews) to identify sources for success or failure with regard to the aims. Overall, physical computing activities result in higher motivational values than the average of any other activities in computer science classroom, especially when integrating suggested design principles for physical computing lessons that particularly focus on promoting creative and constructionist learning.