Do Teachers’ Attitude, Perceived Usefulness, and Perceived Social Influence Predict the Behavioral Intention to Use Gamification in EFL Classrooms? Evidence from the Middle East
| dc.contributor.author | Mohammed bin Jaber Asiri | |
| dc.date.accessioned | 2025-06-22T14:42:50Z | |
| dc.date.issued | 2019 | |
| dc.description.abstract | EFL teachers are encouraged to use game elements in learner motivation, which plays an active role in the learning process and helps them to be more engaged in the classroom. Dozens of free and informal online applications are available that support this model. On the other hand, not all EFL teachers, female teachers in particular, are ready to gamify their classroom. The three essential variables that may determine their intention to use gamification are attitude, perceived usefulness, and social influence (Chen, 2018; Davis, 1985; Hamari & Koivisto, 2013). This study aims at investigating the impact of these variables on EFL teachers’ behavioral intention to use gamification in their classrooms. This study is quantitative in nature. The sample of this study consists of 157 female EFL teachers. The data have been gathered through a questionnaire, and the findings indicate that attitude toward gamification, perceived usefulness, and perceived social influence are significant predictors of the teachers’ behavioral intention to use gamification. Keywords: EFL Teachers, Technology Acceptance Model, Gamification, Public School. | |
| dc.identifier.uri | https://research.arabeast.edu.sa/handle/123456789/288 | |
| dc.language.iso | ar | |
| dc.publisher | Educational Technology Research and Development | |
| dc.title | Do Teachers’ Attitude, Perceived Usefulness, and Perceived Social Influence Predict the Behavioral Intention to Use Gamification in EFL Classrooms? Evidence from the Middle East | |
| dc.type | Article |