Abstract:
In recent years, digital games have become increasingly popular among students, both as a form of
entertainment and as a tool for learning as a natural development of the use of social media applications
and the advent of online education (AlFarsi et al., 2020a; Derakhshan & Shakki, 2019; Soyoof et al., 2021).
However, there is still much debate over the potential benefits and drawbacks of playing digital games,
particularly in the educational context. One important factor that may influence students' engagement with
digital games is their motivation to play and in turn, their motivation to learn the language.
Motivation is a key psychological construct that drives individuals to engage in activities and pursue
goals. In the context of digital games, motivation can play a significant role in shaping students' attitudes
toward these games, influencing how they perceive them and how willing they are to engage with them
(Liu et al., 2021). Understanding the relationship between motivation and students' attitudes towards
technology use and the online learning environment, specifically digital games, is essential for educators
and game designers seeking to create effective and engaging learning experiences for students (Jiang et al.,
2022; Taskiran, 2019).
