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.61.2019.73.112.122

Abstract

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 schools

Abstract Video

Downloads

Crossref
Scopus
23
Hussain A. (2025)
The mediating effects of perceived usefulness and perceived ease of use on nurses’ intentions to adopt advanced technology. BMC Nursing, 24(1),
10.1186/s12912-024-02648-8
Latorre-Cosculluela C. (2025)
Gamification, collaborative learning and transversal competences: analysis of academic performance and students’ perceptions. Smart Learning Environments, 12(1),
10.1186/s40561-024-00361-2
Bhojak N.P. (2025)
Enhancing teachers’ job satisfaction through the artificial intelligence utilization. Journal of Applied Research in Higher Education,
10.1108/JARHE-03-2024-0126
Rajendran M. (2025)
Game-based learning and its impact on students’ motivation and academic performance. Multidisciplinary Reviews, 8(3),
10.31893/multirev.2025074
Bacsa-Károlyi B. (2024)
Teachers’ views on gameful practices – A scoping review. Teaching and Teacher Education, 150,
10.1016/j.tate.2024.104730
Spathopoulou F. (2024)
Teachers’ attitudes on gamification: The Greek EFL context. International Journal of Education and Practice, 12(2), 163-176.
10.18488/61.v12i2.3630
Botte B. (2024)
Gamification as a Strategy to Increase Student Engagement in Higher Education: Exploring Teachers’ Perspectives. Innovation, Technology and Knowledge Management, Part F3977, 131-144.
10.1007/978-3-031-70763-6_7
Saleem A. (2024)
Students’ and faculty continuous intention to use gamification in higher education: A structural analysis. Journal of Infrastructure, Policy and Development, 8(11),
10.24294/jipd.v8i11.4609
Helvich J. (2024)
English teachers’ gamification satisfaction and perception scale (ETGSPS) development and validation. Education and Information Technologies,
10.1007/s10639-024-13001-6
Adelana O.P. (2024)
Exploring pre-service biology teachers’ intention to teach genetics using an AI intelligent tutoring - based system. Cogent Education, 11(1),
10.1080/2331186X.2024.2310976
Kuang T.M. (2024)
Acceptance of digital game-based learning by accounting and business lecturers: empirical evidence from Indonesia based on the extended Technology Acceptance Model. Accounting Education, 33(4), 391-413.
10.1080/09639284.2023.2207174
Omar K.Q. (2023)
A Behavioural Intention Analysis of Kurdish Teachers’ Perspectives on Play-Based Learning in Kindergarten Schools during COVID-19. Sustainability (Switzerland), 15(21),
10.3390/su152115568
Li F. (2023)
Subjective Behavior and Technological Perception: Exploring University Students' Engagement Intention in Online Gamified Learning. ACM International Conference Proceeding Series, 243-251.
10.1145/3625704.3625750
Corrales Serrano M. (2023)
Gamification and the History of Art in Secondary Education: A Didactic Intervention. Education Sciences, 13(4),
10.3390/educsci13040389
Helvich J. (2023)
A Systematic Review of Gamification and Its Assessment in EFL Teaching. International Journal of Computer-Assisted Language Learning and Teaching, 13(1),
10.4018/IJCALLT.322394
Cabrera-Solano P. (2022)
Game-Based Learning in Higher Education: The Pedagogical Effect of Genially Games in English as a Foreign Language Instruction. International Journal of Educational Methodology, 8(4), 719-729.
10.12973/ijem.8.4.719
Babar M.Y. (2022)
EAL Instructors‟ Attitudes towards Game-based Learning Adoption in Education: Opportunities. World Journal of English Language, 12(4), 89-104.
10.5430/wjel.v12n4p89
Saidi S. (2022)
Mediating Role of Attitude and Impact of Social Support, Technical Support, And Perceived Ease of Use in Adoption of Technology During COVID-19. Eurasian Journal of Educational Research, 2022(100), 1-17.
10.14689/ejer.2022.100.001
Turan Z. (2022)
Investigating Pre-Service Teachers’ Behavioral Intentions to Use Web 2.0 Gamification Tools. Participatory Educational Research, 9(4), 172-189.
10.17275/per.22.85.9.4
Marinensi G. (2021)
Exploring Higher Education Teachers’ Attitudes Towards Gamification. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 13134 LNCS, 153-163.
10.1007/978-3-030-92182-8_15
Marini A. (2021)
Mobile Web-Based Character Building for Enhancement of Student Character at Elementary Schools: An Empirical Evidence. International Journal of Interactive Mobile Technologies, 15(21), 37-51.
10.3991/ijim.v15i21.24959
Fernández-Arias P. (2020)
Gamification as a technique for acquiring social skills. Prisma Social, 388-409.
Ahmad A.R. (2020)
The relationship between national culture and succession planning in Malaysian public universities. Journal of Education and e-Learning Research, 7(3), 242-249.
10.20448/journal.509.2020.73.242.249

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

Issue

Section

Articles