| Summary: | Game-based learning platforms (GBPs), such as Kahoot!, are tools that can enhance learning experiences for both lecturers and students. However, existing studies on GBPs often yield inconclusive results due to a narrow definition of learning that does not fully address both the input and output stages. Additionally, there is also a lack of comparative information on the perspectives of lecturers and students. This study therefore aims to investigate the perceptions of lecturers and students regarding the use of GBPs and the discrepancies between them. It involves 252 students undertaking compulsory English courses and 130 lecturers teaching English at a language centre in a Malaysian university. Data were collected using a mixed-methods explanatory sequential design, which included questionnaires and follow-up interviews. The findings suggest that both lecturers and students agree that GBPs have positively influenced their teaching and learning experiences. However, subtle differences between the two groups were observed, especially in motivation, likely due to the teaching preferences, reliability of the tool in summative assessment, and issue with GBPs subscription. In conclusion, this study highlights the need to further study policy implementations on the ground, particularly at the ICT initiatives involving lecturers in higher institutions. © 2024, The Pacific Association for Computer Assisted Language Learning (PacCALL). All rights reserved.
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