在移动设备高度普及的当下，利用手机进行英语单词学习的需求增长。目前中国存在着许多具有游戏化特征的英语单词学习软件，然而，长期坚持使用这些软件进行单词学习的人数有限。

为了研究这些软件中的激励设计，本文研究了其中的两款单词软件——百词斩和奶酪单词。本文邀请了来自两个初中的四十一位初二年级学生参与实验，并基于“注意、关联、信心和满意”（ARCS）模型和“设计、动态和体验”（DDE）框架，研究了学习者的动机水平和两款软件的游戏化设计。本研究采取了混合式的研究方法。从定量研究的角度，本研究探索了学习者在使用两款软件时的动机水平。从定性研究的角度，本研究分析了DDE框架下两款软件的游戏化设计和学习者对于这些游戏化设计的观点。

定量研究发现，百词斩在满意维度可能对学习者产生了负面影响，而奶酪单词在关联维度可能对学习者产生了负面影响；百词斩在关联维度上显著优于奶酪单词，而奶酪单词在注意和满意维度上显著优于百词斩；两款软件在信心维度上并没有显著差异。结合定性研究，本研究认为，优秀的动机设计应该为学习者提供明确的正反馈、成果可视化，单词学习的语境和自定义空间，同时强化用户间的互动，并为用户提供清晰、可达成的学习目标。

未来研究可以在本文提供的研究范式上进行改进，并跟踪比较长期的动机变化，以便更好地认识英语单词学习软件的游戏化设计。

With the high prevalence of mobile devices, there is a growing demand for learning English vocabulary using smartphones. Currently, many English vocabulary learning applications in China feature gamification. However, the number of people who persistently use these applications for vocabulary learning is limited.

To investigate the motivational design of these applications, this study examined two English vocabulary learning applications, namely, BaiCiZhan (“百词斩” in Chinese) and NaiLaoDanCi (“奶酪单词” in Chinese). This study invited 41 grade 8 students from two junior high schools and, based on the Attention, Relevance, Confidence, Satisfaction (ARCS) model and the Design, Dynamics and Experience (DDE) framework, investigated the learners’ motivation levels and the gamification design of the two applications. A mixed-method approach was employed in this study. From a quantitative perspective, this study surveyed the learners’ motivation levels in using the two applications. From a qualitative perspective, this study analyzed the gamification design of the two applications under the DDE framework and the learners’ perspectives on these gamification designs.

Quantitative experiment found that BaiCiZhan may have a negative impact on learners in the Satisfaction dimension, while NaiLaoDanCi may have a negative impact on learners in the Relevance dimension. BaiCiZhan performs significantly better than NaiLaoDanCi in the Relevance dimension, while NaiLaoDanCi outperforms BaiCiZhan significantly in the Attention and Satisfaction dimensions. There is no significant difference between the two applications in the Confidence dimension. Combined with qualitative research, this study suggested that excellent motivation design should provide learners with clear positive feedback, visualized outcomes, contextual learning of words and enough custom space while strengthening user interactions and providing clear and achievable learning objectives.

Future research can improve on the research paradigm provided in this paper and track long-term motivational changes to better understand the gamification design of English vocabulary learning applications.