Extent of Digital Game Utilisation in Teaching Physics Concepts in Secondary Schools of Murang'a County, Kenya

This study investigated the extent of digital games utilisation in teaching physics concepts within secondary schools of Murang'a County, Kenya. Against a backdrop of rapid technological advancement and persistent disparities in ICT infrastructure, the research aimed to evaluate how frequently physics teachers employed digital games, identify the types of games utilised, determine the physics topics addressed, assess the duration of game-based activities, and explore the methods by which these games are integrated with traditional pedagogy. Employing a descriptive survey design within a mixed-methods framework, the study collected quantitative data through structured questionnaires and gathered qualitative insights via semi-structured interviews with 11 purposively sampled teachers. Statistical analysis revealed that a majority of teachers rarely incorporate digital games in their instruction, with over half reporting no use at all, while the limited adopters predominantly use physics simulations and quiz-based games to reinforce topics such as mechanics and electricity and magnetism. Qualitative findings further indicated that barriers to wider adoption-such as inadequate teacher preparedness, time constraints, and concerns over ICT support- significantly hinder the integration of digital games despite their demonstrated potential in enhancing conceptual understanding and student engagement. The study concludes by advocating for targeted professional development, curriculum revisions, and improved ICT infrastructure to bridge the gap between the theoretical promise of digital game-based learning and its practical implementation.