ERIC Number: EJ1218521
Record Type: Journal
Publication Date: 2019
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2311-6897
EISSN: N/A
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, v7 n3 p112-122 2019
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.
Descriptors: Teacher Attitudes, Language Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Social Influences, Predictor Variables, Student Motivation, Learning Processes, Computer Games, Females, Intention, Foreign Countries
Conscientia Beam. 19-C, Sunset Lane 3, DHA Phase 2 extension Karachi, Pakistan. e-mail: editor@conscientiabeam.com; Web site: http://www.conscientiabeam.com/journal/61
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A