New technologies tend to uncover the vulnerabilities of existing ways of doing things, and tertiary education is no exception. The advent of genAI has arguably created a new, more efficient connection between humans and information. I argue this new connection has shifted the role of educators away from being imparters of knowledge to experts who develop skills in others. In operationalising this notion, I leveraged the code-writing capabilities of genAI towards the development of learning activities which relied on many of the basic tenets of gamification and learning theory. The result was a series of games for use in class that required students to make analyses and decisions in a series of fictional operations management contexts. Furthermore, the games were able to be modified for use in assessments when coupled with contextual information delivered during in-class activities. Assessment items (e.g., MCQ questions) were developed, tested and iterated with various genAI tools until consistently incorrect answers were produced by genAI. The results demonstrate how genAI can serve multiple purposes, from the development of learning activities to a testing ground for the validity of assessment items and ultimately as a method of mitigating threat to academic integrity.