Research Problem The problem identified in this dissertation is that both practicing and experienced teachers encounter various challenges while integrating digital games in the existing educational programs since most of them lack basic knowledge about sport events. Besides, there is fear that the present teacher educators have failed to take into account the significance of video games in the future of learning (Wu, 2015). This situation has made teachers to shy away from using digital games as teaching and learning aids in the classroom. Video gaming is currently on the rise among students; hence, it should be included in the curriculum and education systems (Wu, 2015). Although such games are viewed as advantageous to video players, their genres that can be used as sources of learning have not been included in the learning processes due to varying perceptions, experiences, attitudes, and self-efficacy amongst the teachers (Koh, Kin, Wadhwa, & Lim, 2012). The number of pupils who join K-12 and higher education systems with prior computer games experience is increasing significantly. Theories used to support the Research The researcher has further elaborated the application of learning theories and their linkage to the use of video games in changing student behaviors (Wu, 2015). The behaviorist theory emphasizes that learning happens due to repeated practices based on a defined pattern of stimuli and response. These behaviors are majorly observed through interactions. Cognitive development theories are also applied due to their reasoning aspect that is significant in problem-solving (Gros, 2007). Through video games, learners can easily construct, conceptualize knowledge, and integrate new information into the existing schema. The researcher has also included constructive social theories that are based on interactive learning techniques (Gros, 2007). Lastly, video games enable learners to gain experience and ensure that learners gain knowledge through experimental techniques (Gros, 2007). Assumptions made by the Researcher The researcher assumes that digital game-based learning in schools is made difficult due to barriers that include teacher’s experience, attitudes, and self-efficacy among others. The methodology used requires both qualitative and quantitative designs. Components of both attitudinal and pilot test surveys were also included in the DGBL adoption (Zin, Yue, & Jaafar, 2009). The results obtained from the study indicated that teachers at different levels reacted differently towards the usage of the DGBL due to their gaming experiences, attitudes, self-efficacy, and perceived challenges and barriers. The teachers were also receptive to using digital games in teaching and reinforcing skills in students who had also gained prior knowledge of such technology. Therefore, the findings of the research should be embraced in learning institutions (Brom, Šisler, & Slavík, 2010). To change the negative perceptions of the teacher towards the use of video games as learning aids, they should be provided with knowledge about their application in classroom sessions to gain skills and experience. Critical Review of the Literature Methodology The study presented in the dissertation adopted a quasi-experimental concurr