The integration of game-based techniques, Internet, and mobile phone technology in teaching has been adapted recently in classes as a Game-based Classroom Response System (GCRS). Game-based technological tools can make the learning environment more appealing for students, increase their learning perception and level of engagement. This cross-sectional study explores student perception of learning using GCRS (Kahoot) in undergraduate Information Systems courses. This study also examines the simplicity of working with GCRS, the extent to which the technology motivates student engagement, and the extent to which different features of GCRS can trigger or facilitate student participation. The effects of students' grade, gender, ethnicity, and age are examined as moderator factors on the relationships between ability, motivation, trigger, and students' perception of learning. Two groups of Business students enrolled in one general business course, Introduction of Management Information Systems (MIS101) and one upper-level course, Business Data Telecommunication (MIS140) were selected as a convenience sample. The findings suggest that the ability, motivation, and trigger capabilities of the GCRS were the most important predictors for the students' perception of learning in MIS101. Also, ethnicity, grade, and age were found to have moderator effects on the relationship between ability and motivation, and the perception of learning in the MIS140 sample.