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Exploring EFL primary school teachers' behavioral intention towards digital game-based learning.

Yuting Wang1,2, Deping Zou1

  • 1Faculty of Foreign Languages, Qilu Normal University, Jinan, China.

Plos One
|April 1, 2026
PubMed
Summary

English as a Foreign Language (EFL) primary teachers

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Area of Science:

  • Educational Technology
  • Applied Linguistics
  • Pedagogy

Background:

  • Digital Game-Based Learning (DGBL) is increasingly popular but underutilized in primary English as a Foreign Language (EFL) education.
  • Understanding factors influencing teachers' adoption of DGBL is crucial for effective integration.

Purpose of the Study:

  • To investigate the factors influencing primary school EFL teachers' behavioral intention (BI) to integrate DGBL.
  • To examine the relationships between attitude towards technology (ATT), perceived usefulness (PU), technology perception (TP), technology anxiety (TA), and BI.
  • To explore the mediating role of ATT in the adoption of DGBL.

Main Methods:

  • Quantitative research design utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM).

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  • Survey data collected from 500 EFL primary school teachers in Shandong Province, China.
  • Analysis of relationships among ATT, PU, TP, TA, and BI.

    • Main Results:

    • Attitude towards technology (ATT) and technology perception (TP) significantly predict teachers' BI to use DGBL.
    • Perceived usefulness (PU) and technology perception (TP) positively influence ATT, which in turn enhances BI.
    • Technology anxiety (TA) did not significantly influence ATT or BI, indicating a limited indirect effect.

    Conclusions:

    • Positive attitudes and perceptions towards technology are key drivers for EFL teachers' adoption of DGBL.
    • While technology anxiety exists, it does not significantly deter teachers from adopting DGBL when other factors are favorable.
    • Findings provide practical insights for stakeholders aiming to promote DGBL in primary EFL settings.