Teachers' Perceptions of Digital Game Utilisation in Teaching and Learning Physics Concepts in Secondary Schools of Murang’a County, Kenya

This study investigated physics teachers' perceptions regarding the utilisation of Digital Game-Based Learning in secondary schools within Murang'a County, Kenya. The research specifically examined teachers' comfort levels with digital games, perceived usefulness, implementation intentions, and specific attitudes toward game-based instruction in physics education. Employing a mixed-methods approach through a descriptive survey design, the study collected data from 11 purposively selected physics teachers using structured questionnaires and semi-structured interviews. The findings revealed that while 45.5% of teachers expressed comfort with DGBL, significant barriers to adoption persisted. Teachers strongly recognized DGBL's potential benefits, particularly in visualization (M=4.18) and student engagement (M=4.27), but expressed concerns about technical issues (M=3.73) and classroom management challenges (M=3.45). The study identified a notable gap between perceived usefulness and implementation intentions, with moderate confidence levels (M=3.18) in game integration abilities suggesting a need for enhanced technological pedagogical content knowledge. Qualitative data illuminated how teachers negotiate between perceived benefits and practical constraints, highlighting the critical role of institutional support and professional development in successful DGBL implementation. The research concludes that while teachers generally maintain positive dispositions toward DGBL, addressing technical infrastructure, providing targeted professional development, and ensuring curriculum alignment are essential for effective integration.