Feature • Academic Innovation
Unlocking Learning Through Play and Innovation
By Susan Wolff
Problem Analyst • Vanderbijlpark Campus Information Technology
For Prof Byron John Bunt, teaching has always been more than explaining concepts or completing coursework. It is about igniting curiosity. His teaching approach blends creativity, technology and a sense of playfulness that encourages students to think differently about how they learn and how they solve problems. His work in game-based learning and technology enhanced instruction illustrates what becomes possible when passion and imagination meet purposeful use of IT.
Growing up surrounded by technology shaped Byron in a profound way. He quickly developed the ability to troubleshoot software, explore unfamiliar tools and find creative workarounds when systems did not behave as expected. Video games became an unexpected teacher, sparking his fascination with problem solving, immersion and narrative thinking. Even as a student, he was the one helping staff fix stubborn PCs or sort out applications that refused to cooperate. This early exposure built a mindset that still guides him today. Technology can cultivate creativity, and creativity can spark deeper learning.
In the classroom, Byron uses technology to bridge imagination and academic purpose. Game-based learning forms the heart of many of his interventions. Students have journeyed through role-playing scenarios, tackled puzzles inspired by commercial games and even fought imaginary monsters representing academic tasks. These playful activities are not merely for fun. They are intentionally designed so students internalise habits such as reflection, planning and persistence. Byron adapts tools like Habitica, a gamified productivity app, turning everyday learning tasks into achievements that reward students for consistent engagement.
Mobile technology is one of his most valued tools. A smartphone, he notes, is a roaming mini-computer that allows creativity anywhere. Whether testing new apps, creating memes to explain historical ideas, collaborating on WhatsApp or exploring archaeological sites on Google Earth, mobile platforms give students instant access to immersive learning experiences. “Good ideas cannot be scheduled. If the moment strikes, my phone lets me explore it,” he explains. This philosophy extends into his research, where mobile tools allow him to analyse data, develop concepts and test ideas on the go.
Byron’s relationship with the NWU IT Service Delivery team has been instrumental in enabling his innovative teaching strategies. During his PhD research in 2019, the IT team helped him configure the network and proxy settings necessary to run Portal, a commercial video game that became the core of his doctoral intervention. He also worked closely with the Vaal IT team to resolve eFundi issues and implement new digital tools. He expresses deep appreciation for their support, acknowledging in particular Susan Wolff and the late Aldine Oosthuyzen, whose encouragement played a meaningful role in his early academic journey.
His biggest technology achievement lies in the creation of four educational games: Dogs of War, designed with his brother Lance and inspired by World War II themes; Prosper, a micro-game linked to the Sustainable Development Goals; CiteSaga, developed with library collaborators to teach students referencing skills; and WorkReady, created with CTL to build graduate attributes and 21st-century skills. Three of these games now exist in digital form thanks to what Byron calls “vibe coding” — a creative fusion of programming intuition and AI assistance. These innovations earned him both the Best Creative Outputs Award and the Top Inventor Award in 2024.
Looking ahead, Byron sees artificial intelligence as the next major shift in teaching and learning. He already uses AI as a debate partner in his history modules, asking students to engage with a chatbot that argues the opposite viewpoint of an essay topic. This strengthens their critical thinking, improves the structure of argumentation and introduces them to the reality of working with AI as an academic collaborator. He believes universities will increasingly expect students to work with AI rather than simply use it.
His message to colleagues is simple and inspiring: start small, stay curious and embrace tinkering. Byron describes tinkering as a spirit of inquiry, experimentation and playful exploration. It is the engine behind much of his creativity and success. “If this spirit filters through higher levels of the university, we will see more colleagues join the mad scientist brigade,” he says with a smile. It is this blend of curiosity, courage and creativity that continues to define his contribution to teaching innovation at the NWU.