A plethora of studies showed the effectiveness of game-based learning (GBL) in enhancing students’ learning and motivation. There has been increasing academic interest in GBL. However, a review of past literature in this context shows that teachers’ attitudes, in general, toward GBL and the actual adoption of GBL in teaching physics by secondary school teachers in Malaysia have not been addressed in-depth or addressed only to a minor extent in past studies. This article sheds new light on secondary school physics teachers’ perceptions of GBL usage, the implementation level of GBL in teaching physics, and teachers’ involvement in educational games design. A total of 211 secondary school physics teachers participated in this study. Quantitative data were collected via survey, and the main findings show that only 29.9 percent of teachers designed educational physics games and adopted the games in teaching physics. The implementation level of GBL in teaching physics at the secondar.....

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