Do Teachers Attitudes, Perception of Usefulness, and Perceived Social Influences Predict their Behavioral Intentions to Use Gamification in EFL Classrooms? Evidence from the Middle East
Authors
-
Mohammed J Asiri
Assistant Professor, Department of Instructional Media and Technology, Arab East Colleges for Graduate Studies, Riyadh City, Kingdom of Saudi Arabia
https://orcid.org/0000-0002-2139-2213
DOI:
https://doi.org/10.18488/journal.61.2019.73.112.122Abstract
To motivate learners, teachers of English as a foreign language (EFL) are encouraged to use gaming elements, which can stimulate students take a more active role in the learning process. There are many free and informal online applications now available to support this model, but not all EFL teachers, particularly female ones, are inclined to introduce gamification. Three essential variables that may influence their behavioral intentions to use gamified applications are attitude, perceived usefulness, and perceived social influence, which this study aims to investigate. This is a quantitative study based on a sample of 157 female EFL teachers. The data was collected through a questionnaire, the results of which indicate that attitude, perceived usefulness, and perceived social influence are significant predictors of teachers’ behavioral intentions to use gamification.
Keywords:
EFL teachers, Behavioral intention, Attitude, Perceived usefulness, Social influence, Gamification, Public schoolsAbstract Video
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Published
2019-05-23
How to Cite
Asiri, M. J. (2019). Do Teachers Attitudes, Perception of Usefulness, and Perceived Social Influences Predict their Behavioral Intentions to Use Gamification in EFL Classrooms? Evidence from the Middle East. International Journal of Education and Practice, 7(3), 112–122. https://doi.org/10.18488/journal.61.2019.73.112.122
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