Publication Date

2025

Document Type

Dissertation/Thesis

First Advisor

Hung, Wei-Chen

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Educational Technology, Research and Assessment (ETRA)

Abstract

This study examined the factors related to teachers’ behavioral intention to continue using digital game-based learning technology inside the classroom and how teachers perceive such tool to facilitate the process of teaching. The purpose of this case study was to investigate how the attitudinal factors of the UTAUT model (performance expectancy, effort expectancy, and social influence) and background factors (gender, age, teaching experience, educational level, teaching rank, and extent of DGBL integration) predict teachers’ behavioral intention to continue using a digital game-based learning technology in their teaching to improve their performance in teaching Arabic language to Saudi students. The study was conducted at Saudi schools and involved both males and females with ages ranging from 22 to 60 years old. This study posed three research questions. Regarding the first research question (To what extent do performance expectancy, effort expectancy, and social influence predict teachers’ behavioral intention to continue using a digital game-based learning technology to improve their Arabic language teaching performance?), the results of the analyses provided evidence that performance expectancy and effort expectancy were positively related to teachers’ behavioral intentions to continue using digital game-based learning technology while social influence was not related to this outcome. For the second research question, (Does gender moderate the relationships between performance expectancy, effort expectancy, social influence, and teachers’ behavioral intention to continue using digital game-based learning technology?), the results provided evidence that gender moderated the relationship between performance expectancy and behavioral intention as well as the relationship between social influence and behavioral intention to continue using digital game-based learning technology in their teaching to improve their performance in teaching. Regarding the third research question (To what extent are teachers’ behavioral intentions to continue using digital game-based learning related to their gender, age, teaching experience, educational level, teaching rank, and extent of DGBL integration in their classrooms?), the results indicated that teacher’s behavioral intention to continue using DGBL was not related to their age, gender, teaching experience, educational level, and teaching rank. Instead, the extent of DGBL integration was the main predictor of the behavioral intention to continue using DGBL methods. The investigation explored these results in the context of earlier research and offers suggestions for future studies.

Extent

159 pages

Language

en

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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