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International Journal of Education and Practice

March 2019, Volume 7, 3, pp 112-122

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

Mohammed J. Asiri

Mohammed J. Asiri 1

  1. Assistant Professor, Department of Instructional Media and Technology, Arab East Colleges for Graduate Studies, Riyadh City, Kingdom of Saudi Arabia 1

on Google Scholar
on PubMed

Pages: 112-122

DOI: 10.18488/journal.61.2019.73.112.122

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Article History:

Received: 09 January, 2019
Revised: 25 February, 2019
Accepted: 29 March, 2019
Published: 23 May, 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.
Contribution/ Originality
This study is one of only a few that has investigated the factors influencing female teachers’ behavioral intentions to use gamified applications in Saudi schools. It contributes to the existing body of literature by providing empirical evidence on how the expectations of those around us, together with our attitudes and perceived usefulness, affect our decisions.


EFL teachers, Behavioral intention, Attitude, Perceived usefulness, Social influence, Gamification, Public schools




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This study received no specific financial support.

Competing Interests:

The authors declare that they have no competing interests.


The researcher would is indebted to the respondents and the Head of English Language, Mrs. Abeer Al-Shahrani, at the Ministry of Education for their assistance.

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