This article describes ambivalent student reactions to a non-traditional learning platform. The authors were somewhat surprised to find that, when asked to compare a gamified learning exercise to a conventional online quiz, law students were roughly split as to their preference, with a slight majority favoring the traditional quiz. The authors use this student feedback to examine the risks and tensions that accompany a switch from traditional to emerging media. The risks highlighted by the authors are primarily concerned with the labour and resource requirements associated with developing gamification modules. The authors suggest that institutions should seek to weigh financial constraints against the expected benefits in order to determine the feasibility and sustainability of adopting such modules in the classroom. They further observe that, while this study’s approach of adapting a single platform to multiple curricular contexts still requires labour, such a strategy nevertheless holds promise for offering instruction and assessment that meets a diversity of student needs and preferences while also controlling costs.