Abstract
The Phenomenological study investigated the perceptions of 4 Community College administrators and 2 faculty, who experienced for the first time, the process of curricular modification using Massively Multiplayer Online Games or MMOs in their Business and English programs. Since administrators and faculty are key stakeholders of any initiative for technology integration in curricular modification, the study contributed to filling the gap in the literature regarding such stakeholder perceptions and added new insights regarding easy and affordable ways to successfully and effectively integrate MMOs within the curriculum in Higher Education disciplines.
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