ArticlePloS one2026
Exploring EFL primary school teachers' behavioral intention towards digital game-based learning.
Article in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study investigates the factors influencing English as a Foreign Language (EFL) primary school teachers' behavioral intention (BI) to integrate Digital Game-Based Learning (DGBL) into their teaching practices. Despite digital gaming's growing popularity as an educational tool, its application in primary school EFL instruction remains limited. To bridge this gap, the research employs a quantitative approach utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM) within the context of the Technology Acceptance Model (TAM) to explore EFL teachers' BI to implement DGBL. A sample of 500 EFL primary school teachers from Shandong Province, China, was surveyed. The study analyzed the relationships among five variables: attitude towards technology (ATT), perceived usefulness (PU), technology perception (TP), technology anxiety (TA), and BI. The results reveal that ATT and TP are significant predictors of teachers' BI to employ DGBL. Conversely, TA does not exert an influence on ATT. The mediating role of ATT is demonstrated by the positive influence of PU and TP on it, which subsequently reinforces teachers' BI to adopt DGBL. By contrast, TA does not exhibit a notable impact on ATT, suggesting a limited indirect effect of TA on their BI to engage with DGBL. These findings offer valuable insights for stakeholders interested in promoting the adoption of innovative technologies like digital games in primary education. The study concludes with practical implications for DGBL implementation and proposes potential avenues for future research.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.