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Results show TI via digital gameplay positively shapes motivation, engagement, and self-efficacy, while qualitative findings clarify perceived benefits and challenges. 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\nTechnology integration of using digital gameplay for enhancing EFL college students’ behavior intention  \nRagad M. Tawafak 1  \n 0000-0001-8969-1642  \nLiqaa Habeb Al-Obaydi 2  \n 0000-0003-3991-6035  \nBlanka Klimova 3  \n 0000-0001-8000-9766  \nMarcel Pikhart 3*  \n 0000-0002-5633-9332  \n1 Department of Information Technology, Al Buraimi University College, Al Buraimi, OMAN  \n2 Department of English, College of Education for Human Sciences, University of Diyala, Baqubah, IRAQ  \n3 Department of Applied Linguistics, Faculty of Informatics and Management, University of Hradec Kralove, Hradec Kralove, CZECH REPUBLIC  \n* [Corresponding author:](Corresponding author: Marcel.pikhart@uhk.cz)[ Marcel.pikhart@uhk.cz](Corresponding author: Marcel.pikhart@uhk.cz)  \nCitation: Tawafak, R. M., Al-Obaydi, L. H., Klimova, B., & Pikhart, M. (2023). Technology integration of using digital gameplay for enhancing EFL college students’ behavior intention. Contemporary Educational Technology, 15(4), ep452 .  \n[https://doi.org/10.30935/cedtech/13454](https://doi.org/10.30935/cedtech/13454)  \nARTICLE INFO ABSTRACT  \n\n| Received: 6 Apr 2023\u003Cbr>Accepted: 9 Jun 2023 | 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.\u003Cbr>Keywords: technology integration, digital gaming, behavior intention, EFL college students |\n| --- | --- |\n| INTRODUCTION |  |\n\nThe integration of technology in education has become a prevalent practice, and digital gameplay is emerging as a potential tool for enhancing English as a foreign language (EFL) college students’ behavior intention (Al-Obaydi et al., 2023c; Liang, 2021) . However, the relationship between EFL and technology integration (TI) remains complex and not fully understood due to many factors such as the pitfalls that online educational systems were suffer all over the world (Pikhart & Al-Obaydi, 2023) .  \nMany studies have explored the impact of gameplay on language skills development (LSD), including vocabulary acquisition, listening, speaking, reading, and writing skills, and have shown promising results in various contexts (Belda-Medina, 2021; Raygan & Moradkhani, 2022) . However, it is also crucial to acknowledge that the challenges related to TI in EFL classrooms are multifaceted. One significant challenge is the lack of proper training among pre-service and in-service teachers in effectivel","cbCaiun4jAb0iDon","https://ap.wps.com/l/cbCaiun4jAb0iDon","pdf",401230,17,"English","# Abstract\n# Introduction\n## Technology integration in EFL and digital gameplay\n## Benefits of gameplay for language skills development\n## Challenges of TI and digital game-based learning\n## Study aims and focus","[{\"question\":\"How does the study define technology integration and digital gameplay in EFL?\",\"answer\":\"The study examines technology integration delivered through digital gameplay and focuses on its influence on EFL college students’ behavior intention to learn.\"},{\"question\":\"What research methods does the study use to measure behavior intention?\",\"answer\":\"It applies a mixed-methods approach, using quantitative pre- and post-tests plus qualitative interviews and focus group discussions.\"},{\"question\":\"What positive outcomes does TI through digital gameplay show for EFL students?\",\"answer\":\"The findings indicate improved behavior intention, including stronger motivation, engagement, and self-efficacy in language learning.\"},{\"question\":\"What challenges must be considered for implementing digital game-based learning in EFL classrooms?\",\"answer\":\"The study highlights insufficient teacher training, infrastructure and access limitations, distraction concerns, and possible language barriers for non-English speaking students.\"}]","Technology integration of using digital gameplay for enhancing EFL college students’ behavior intention | PDF",1792090480,43]