Research Article
Ragad M. Tawafak, Waleed Mugahed Al-Rahmi, Abdulrahman Alshimai, Ibrahim Yaussef Alyoussef, Ayad Aldaijy
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep576
ABSTRACT
The importance of gameplay extends beyond mere entertainment, playing a crucial role in shaping behavioral intentions (BIs) in various contexts. This research aims to discover how digital gameplay influences students’ BIs, mainly in the context of technology adoption in education. The main objective is to investigate the impact of digital gameplay on students. This study is based on the technology acceptance model (TAM), which serves as the theoretical framework consisting of six hypotheses for research. This study aimed to assess the frequency and nature of engagement in digital gameplay while measuring students’ acceptance of technology adoption. This study was conducted during the first academic semester, from October 1, 2023, until January 18, 2024. The survey was distributed among 125 participants from two departments English and information technology students. Unlike previous studies that mostly focused on the entertainment value or reasoning benefits of gameplay, this research uniquely integrates digital gameplay within the framework of technology acceptance in an educational setting. By applying TAM, this study provides empirical evidence on how gameplay engagement can influence students’ readiness to adopt technology, offering new insights into the intersection of gaming, education, and technology adoption. The results highlight the potential of digital games as a leisure activity and a useful tool to promote technology acceptance were perceived usefulness (PU) R-squared (0.532) and the factors connected to PU also supported (technology integration PC = 0.402 and perceived ease of use PC = 0.446) effective integration in educational settings. This result suggests that incorporating digital gameplay into educational strategies may effectively promote more receptive attitudes toward technology among students.
Keywords: technology integration, digital gaming, behavior intention, TAM, risk-taking
Research Article
Ragad M. Tawafak, Liqaa Habeb Al-Obaydi, Blanka Klimova, Marcel Pikhart
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep452
ABSTRACT
This abstract presents a research study that investigates the effects of technology integration (TI) through digital gameplay on English as a foreign language (EFL) college students’ behavior intention. The study employs a mixed-methods research design, combining quantitative and qualitative data collection and analysis methods. The quantitative phase involves a pre- and post-test design, measuring the behavior intention of EFL college students before and after engaging in digital gameplay activities. The qualitative phase involves in-depth interviews and focus group discussions to gather students’ perceptions and experiences with using digital gameplay in their language learning process. The findings reveal that TI through digital gameplay positively influences EFL college students’ behavior intention, including their motivation, engagement, and self-efficacy in language learning. The qualitative data provide insights into students’ perceptions of the benefits and challenges of using digital gameplay, highlighting its potential for improving language skills, fostering social interaction, and promoting autonomous learning. The implications of the study suggest that incorporating digital gameplay in EFL college classrooms can be an effective approach to enhance students’ behavior intention and contribute to their language learning outcomes. This study contributes to the existing literature on TI in language education and provides practical recommendations for educators and policymakers to leverage digital gameplay for enhancing EFL college students’ behavior intention.
Keywords: technology integration, digital gaming, behavior intention, EFL college students