Abstract:

This paper reflects on the attempts of three learners to integrate their informal gaming experiences within their academic learning activities. Differences in how Game Based Learning (GBL) is perceived within the formal context of institutional learning by students and instructors are highlighted. Students’ reports with educators’ descriptions of gaming technology integration in corresponding classrooms in a survey of 48 instructors and 437 students, at the same university, are presented. Data supports findings in recent publications that argue that these variances in technology understanding and application are an important area of consideration for both research and educators as this gap may prevent these tools, from being applied ,in ways that could improve instructional practices and learning outcomes (U.K. Department, 2007; U.S. Department, 2010 .Results highlight changes in how technologies perceptions and use are rapidly evolving (Cook, Pachler, & Bradley,2008).

Acknowledgments: The author would also like to thank the ZU students who generously allowed their coursework paper topics to be included for illustration purposes. Data presented, statements and views expressed are solely the responsibility of the author.

Keywords:

GBL, teaching, learning