Understanding Of Subject Matter Research Articles

Analytical Study of Experiential Learning: Experiential Learning Theory in Learning Activities

The aim of this research is to describe experiential learning in learning activities. David A. Kolb's Learning Theory highlights four keys stages: experience, reflection, abstract concepts, and active experimentation. This research is a library research or literature review, primarily focus on collecting and reviewing various previous studies on Kolb's learning theory. The findings indicate that the four stages of experiential learning models can enhance student engagement, deepen understanding of subject matter better, develop critical and creative skills to face future challenges, and foster collaborative work, and it can be effectively implemented at all levels of education. It can be concluded that learning activities using the experiential learning model can encourage student involvement to achieve maximum learning outcomes, and can be used at all levels of education while still paying attention to elements of relevance of the material and learning environment. However, there are still several shortcomings and challenges in applying this theory, particularly in terms of resource readiness.

谈判: Mega-games as Catalysts for Deep Experiential Learning in Higher Education

The study deepens into the transformative potential of mega-games as an innovative educational tool, offering profound and enriching learning experiences across diverse educational landscapes. Mega-games represent a fusion of various elements, including role-play, social interaction, simulations, rule-based systems, economic dynamics, political scenarios, and decision-making processes, all woven into an immersive narrative fabric. Through experiential learning, these games provide a unique platform for students to engage deeply with complex subject matter. This research centres on the application of mega-games within the context of sixth-semester students pursuing a degree in International Business at the Mexico State Campus of Tecnológico de Monterrey. Specifically, the study focuses on the simulation exercise titled 谈判 Tánpàn, which aims to immerse students in negotiation scenarios regarding the final price of a digital device manufactured in China. Drawing upon foundational principles outlined in Jesse Schell's book on game design, the exercise is meticulously designed to emulate real-world negotiation dynamics. The integration of game design principles, coupled with positive student feedback, underscores the efficacy of mega-games as potent educational instruments. Through rigorous analysis, the study unveils the profound impact of experiential learning on students' comprehension and application of negotiation techniques. By simulating authentic real-world scenarios, students are empowered to develop critical problem-solving acumen, hone their analytical thinking prowess, and refine their decision-making aptitude. Moreover, the immersive nature of mega-games fosters a dynamic learning environment that transcends traditional pedagogical approaches, fostering a holistic understanding of intricate subject matter. The success of the 谈判 Tánpàn simulation exercise serves as a testament to the potential of mega-games to revolutionize educational paradigms. It signals a burgeoning opportunity to expand the horizons of mega-games across various academic disciplines and participant cohorts. This study advocates for the widespread integration of mega-games as educational resources within Higher Education, championing their capacity to engender profound learning experiences and cultivate essential skills, heralding a new era of dynamic, immersive, and effective educational methodologies in diverse educational settings.

E-tutors’ experiences with integrating technologies in online course modules: A case of open distance e-learning

This study aims to explore how e-tutors' experiences influence their ability to integrate technologies, with a focus on the realities of technology knowledge during the facilitation of modules in an Open Distance e-Learning (ODeL) context. A survey was conducted to investigate the experiences of e-tutors in integrating technology across various modules within a department of an ODeL institution. Six e-tutors participated in the survey, and their involvement was voluntary, with no impact on their employment contracts, ensuring informed participation. The research utilized the constructivist learning theory to examine how e-tutors prioritize student engagement and promote active involvement in technology-enhanced constructivist learning environments. Data collected were organized and displayed in tables. The findings revealed that e-tutors had positive experiences integrating technologies into online module teaching. Additionally, they recognized the role of technology in supporting and enhancing the teaching of online student activities. These results provide further insight into the use of technology as a valuable educational tool in ODeL institutions, helping students deepen their understanding of subject matter. Moreover, students exposed to technology-integrated modules were more likely to adopt technology for independent learning.

Efektivitas Pembelajaran Matematika Berbasis Etnomatematika Untuk Penguatan Nilai Budaya

Education plays an important role in shaping students' character and competence. One of the challenges faced by the world of education is how to build students' understanding of subject matter that is relevant to the context of their daily lives. In this case, ethnomathematics is a very potential approach to be applied in mathematics learning. The purpose of this study is to examine the effectiveness of ethnomatics-based mathematics learning to strengthen cultural values. This study uses a Qualitative research method with a case study approach. This approach allows researchers to explore the experiences, perceptions, and impacts of ethnomathematics learning on students and teachers. The research subjects consisted of: students, teachers and parents. The results of this study indicate that ethnomathematics can improve students' mathematics learning achievement, especially in terms of identifying, translating, understanding the meaning of symbols, understanding and applying mathematical ideas, and making an exploration (estimate) related to mathematical concepts that is better than conventional learning.

Innovative Assessment Practices Aligned with India’s National Educational Policy-2020

The National Education Policy -2020 [1] is the latest education policy of India, which strives to achieve benchmarks in the development of the educational scenario of India leading the students towards achieving the aspirational goals of 21st century education. NEP 2020 advocates for multidisciplinary education, multiple entry-exit and research-based programmes which mandates for a swift transition from traditional methods of assessment to innovative assessment techniques which would be more flexible, comprehensive and competency-based that would ensure a deeper understanding of subject matter than just memorizing facts. It aims to promote critical and higher order thinking and applying their knowledge to real-world situations. The primary objective of the article is to throw light on some non-traditional and innovative assessment techniques that align with the vision of NEP 2020. The researchers have employed the content analysis approach to explain these innovative techniques such as- experiential learning, holistic education, present opposite’s point of view, plot a family tree, Adaptive Learning Assessment and so on. However, further research may enlighten more such approaches according to the changing scenario in the global context and a comprehensive guide to apply these techniques.

Peran Keterampilan Dasar Mengajar dalam Meningkatkan Prestasi Siswa di SD

This research aims to analyze the role of basic teaching skills in improving student achievement. Basic teaching skills include the teacher’s ability to plan learning, manage the class, deliver material, and provide constructive evaluation and feedback. The research method used is a qualitative research method. The research results show that teachers who have good basic teaching skills are able to create a conducive learning environment, motivate students, and increase understanding of subject matter. Apart from that, these skills also contribute to improving students’ academic scores. The conclusion of this research confirms that the development of basic teaching skills is a key factor in efforts to improve student achievement. Therefore, training and professional development programs for teachers must be more focused on improving basic teaching skills to achieve optimal educational results.

The impact of 4th grade students’ learning about magnetism through STEM activities on success, 21st century skills, and perspectives

ABSTRACT Background STEM is an interdisciplinary holistic approach that combines the fields of technology and engineering in science and mathematics disciplines. STEM contributes to students’ academic success, 21st century skills, and perspectives towards science. The scarcity of international studies focusing on the implementation of STEM in primary schools, particularly in the Turkish educational context, raises concerns about the contribution and challenges associated with this approach. The lack of research in this area inhibits a comprehensive understanding of the barriers hindering successful STEM integration in Turkish primary education. Purpose The purpose of this study is to see how 4th grade students’ success, 21st century skills, and perspectives about the lesson are affected by learning about magnetism through STEM activities. Sample The research group consists of 48 students from two classes in the fourth grade at a primary school in the district centre of a city in the Central Black Sea Region in Türkiye. Design and Method A quasi-experimental design with a pre-test - post-test control group was used in this study. The Magnetism Achievement Test and the 21st Century Learning and Renewal Skills Scale were used to collect data for the study. Furthermore, clinical interviews were conducted to ascertain the students’ perspectives on the course. Results and Conclusion The study found that student success was higher in the experimental group, where lessons were taught with STEM activities, than in the control group. Therefore, it was found that students learned the subject of magnetism better with STEM-based activities. The experimental group’s students’ 21st century skills improved as well at the end of the implementation. The experimental group students, who were taught STEM activities, were found to have positive perspectives toward the lesson. In conclusion, integrating STEM activities into teaching practices appears to enhance student learning outcomes and foster the development of 21st century skills. Educators are encouraged to incorporate such activities into their curriculum to promote engagement and deeper understanding of subject matter.

Perception of enhanced learning in medicine through integrating of virtual patients: an exploratory study on knowledge acquisition and transfer

IntroductionVirtual Patients (VPs) have been shown to improve various aspects of medical learning, however, research has scarcely delved into the specific factors that facilitate the knowledge gain and transfer of knowledge from the classroom to real-world applications. This exploratory study aims to understand the impact of integrating VPs into classroom learning on students’ perceptions of knowledge acquisition and transfer.MethodsThe study was integrated into an elective course on “Personalized Medicine in Cancer Treatment and Care,” employing a qualitative and quantitative approach. Twenty-two second-year medical undergraduates engaged in a VP session, which included role modeling, practice with various authentic cases, group discussion on feedback, and a plenary session. Student perceptions of their learning were measured through surveys and focus group interviews and analyzed using descriptive statistics and thematic analysis.ResultsQuantitative data shows that students highly valued the role modeling introduction, scoring it 4.42 out of 5, and acknowledged the practice with VPs in enhancing their subject matter understanding, with an average score of 4.0 out of 5. However, students’ reflections on peer dialogue on feedback received mixed reviews, averaging a score of 3.24 out of 5. Qualitative analysis (of focus-group interviews) unearthed the following four themes: ‘Which steps to take in clinical reasoning’, ‘Challenging their reasoning to enhance deeper understanding’, ‘Transfer of knowledge ‘, and ' Enhance Reasoning through Reflections’. Quantitative and qualitative data are cohered.ConclusionThe study demonstrates evidence for the improvement of learning by incorporating VPs with learning activities. This integration enhances students’ perceptions of knowledge acquisition and transfer, thereby potentially elevating students’ preparedness for real-world clinical settings. Key facets like expert role modeling and various authentic case exposures were valued for fostering a deeper understanding and active engagement, though with some mixed responses towards peer feedback discussions. While the preliminary findings are encouraging, the necessity for further research to refine feedback mechanisms and explore a broader spectrum of medical disciplines with larger sample sizes is underscored. This exploration lays a groundwork for future endeavors aimed at optimizing VP-based learning experiences in medical education.

The technology of "Debate" in history lessons: the conditions of occurrence, the technique of conducting, educational opportunities.

The integration of debate as a pedagogical technology in educational settings has gained significant attention for its potential to enhance critical thinking, communication skills, and student engagement. This paper examines the historical development of the "Debate" methodology in classroom settings, focusing on the conditions that facilitated its emergence and the management techniques required for its successful implementation. It explores the educational opportunities provided by debate, including fostering a deeper understanding of subject matter, promoting active learning, and encouraging diverse perspectives. Through a comprehensive analysis of case studies and existing literature, this study identifies best practices for managing debate technology in lessons and highlights the impact of debate on student learning outcomes. The findings underscore the importance of structured debate formats, teacher facilitation, and supportive classroom environments in maximizing the educational benefits of this interactive teaching approach.

On the added value of considering effects of generic and subject-specific instructional quality on students’ achievements – an exploratory study on the example of implementing formative assessment in mathematics education

Formative Assessment (FA) is a promising teaching practice for supporting students’ learning at school. However, implementing FA into teaching (mathematics) is challenging, effects of implementation of FA vary between empirical studies. Therefore, recent studies additionally consider instructional quality of teaching when analyzing effects of FA on students’ learning. The current exploratory study builds on this idea and highlights the added value of considering both generic and subject-specific instructional quality (GIQ and SSIQ) when analyzing effects of FA: Based on a re-analyzation of data from the research project Co2CA, 856 students from 39 mathematics classes of German middle schools took part in an intervention control-study aiming at implementing FA into mathematics education at school. On the student level, students’ mathematics achievement is assessed by standardized tests before and after the intervention. During the intervention, on the class level GIQ and SSIQ are assessed by low- and high-inference ratings of 72 video-taped lessons. GIQ is based on the model of Three Basic Dimensions, SSIQ is based on the normative idea that mathematics teaching should offer opportunities for a deep understanding of subject matter and for building up competencies. Multi-level regression analyses highlight different (interaction) effects of GIQ and SIQ on students’ performances. It becomes obvious: Considering GIQ and SIQ can have an added value for the better understanding of implementing FA into teaching (in mathematics education).

STRESS MANAGEMENT AND TEACHERS' PERFORMANCE IN THE TERESIAN DAUGHTERS OF MARY-MANAGED SCHOOLS

This study investigated the stress management and teachers’ performance in the Teresian Daughters of Mary-Managed Schools High School Department. The study used the non-experimental quantitative research design utilizing correlational method. The respondents were composed of 149 teachers in the Teresian Daughters of Mary-Managed Schools High School Department using a universal sampling. The statistical tools used were Mean, Pearson Product Moment Coefficient Correlation and Regression Analysis. The findings revealed that the teachers were able to always observe stress management. This suggests that they are able to control their stress by being respectful and responsible, managing and communicating existing and future work, managing the individual within the team and reasoning/ managing difficult situations. Meanwhile teacher’s performance is always observed by the teachers. This indicates that teacher is able to observe always the expected standard performance in terms of designing learning experiences for children, knowledge and understanding of subject matter, strategies for facilitating learning and interpersonal relationship. There is no significant relationship between the stress management and teacher’s performance in the Teresian Daughters of Mary- Managed Schools High School Department. None of the domains of the stress management that significantly influence of the teacher’s performance in the Teresian Daughters of Mary-Managed Schools High School Department. It is articulated in this study that that further study may be conducted on the other stress management indicators that may influence the teacher’s performance in the Teresian Daughters of Mary-Managed Schools High School Department. It was concluded that teachers who have always observed stress management do not have an impact to their performance. KEYWORDS: Stress management, Teacher’s performance, Teresian Daughters of Mary- Managed Schools.

Meta‐analysis of the effect of 360‐degree videos on students' learning outcomes and non‐cognitive outcomes

AbstractA 360‐degree video offers a novel visual experience for education. This immersive experience not only amplifies students' engagement and curiosity but also assists them in delving into and comprehending intricate concepts from a multitude of viewpoints. Given its novelty, there is a relative shortage of studies on 360‐degree video's overall effectiveness in education. This study conducted a meta‐analysis of 49 peer‐reviewed articles. Utilizing a random‐effects model to compute effect sizes (ES), the results showed that 360‐degree videos have a moderate impact on both learning (Hedges' g = 0.525) and non‐cognitive outcomes (Hedges' g = 0.527), with notable heterogeneity observed across the studies. Furthermore, the studies were coded to examine the moderating effects of their characteristics, such as the level of education, the field of education, the display types, experimental design, the sample size and the control treatment. The findings suggest a medium effect of 360‐degree videos on knowledge acquisition and a smaller effect on task performance. In terms of non‐cognitive outcomes, the least impact was noted in the domain of social and emotional qualities, while the most significant impact was in attitudes and beliefs. Based on these findings, the study proposed future research directions focusing on enhancing teaching strategies and improving research designs concerning the use of 360‐degree videos in educational contexts.Practitioner notesWhat is already known about this topic 360‐degree videos in education are notable for their authenticity, flexibility and accessibility. They enhance learners' sense of presence, deepen understanding of subject matter and improve non‐cognitive skills. 360‐degree videos have produced mixed results on learning and non‐cognitive outcomes. What this paper adds 360‐degree videos have a medium effect on students' learning outcomes (g = 0.0.525) and non‐cognitive outcomes (g = 0.0.527). Significant heterogeneity is observed in the effects of 360‐degree videos on both learning outcomes and non‐cognitive outcomes. In terms of non‐cognitive outcomes, 360‐degree videos have the smallest effect size in the social and emotional qualities domain. Identifying key moderators that influence the effectiveness of 360‐degree videos, including participants' education levels, field of application, sample sizes, display types, experimental designs and control treatment. Implications for practice and/or policy Enhance social and emotional learning with 360‐degree video, and aid in understanding and managing emotional experiences. Develop learning strategies that align with the unique characteristics of different subjects. Teacher‐assisted approaches are encouraged to support learning and teaching in formal educational settings with structured courses. Multimodal data can be collected for analysis in future research to explore the learning process.

Exploring the Effectiveness of Problem-Based Learning as a Constructivist Approach in Enhancing Critical Thinking Skills in High School Classes

This study investigates the effectiveness of Problem-Based Learning (PBL) as a constructivist approach in enhancing critical thinking skills among high school students in the United States. Employing a mixed-methods research design, the study compares traditional teaching methods with PBL in terms of their impact on students’ critical thinking abilities. Quantitative data analysis, including paired t-tests and ANOVA, reveals a significant improvement in critical thinking scores among students in the PBL group compared to the control group. Qualitative findings, derived from semi-structured interviews, highlight increased engagement, a deeper understanding of subject matter, and the development of critical thinking skills as key outcomes of PBL. The study identifies challenges and successes encountered during the implementation of PBL and discusses the implications for education. By adopting PBL, educators can create more engaging and intellectually stimulating learning environments that cultivate essential 21st-century skills.

Q-SIM (Quizizz Powered SIM): Strategic Intervention Material in Teaching Biology

This study embarks on an empirical journey to evaluate the efficacy of Q-SIM as a teaching material in biology education. The study also determined the students’ attitudes toward using developed Q-SIM. Moreover, a one-group pre-test–post-test design was used to assess the impact of Q-SIM intervention on DNA, RNA, and Protein Synthesis. The study provided the student’s academic performance results before and after the intervention using their mean scores. Furthermore, the mean difference between the student’s pre-test and post-test was also calculated using a t-test to find out the significant impact of Q-SIM. The researchers also used a validated survey questionnaire as the primary tool of the study to determine students’ attitudes and perceptions. The findings showed that implementing Q-SIM is promising for enhancing students’ academic performance. The significant differences observed between pre-test and post-test results underscore the positive impact of Q-SIM on students’ understanding and mastery of subject matter. Moreover, students’ highly positive attitudes towards Q-SIM indicate a favorable perception of this innovative educational tool. As technology plays a pivotal role in shaping the educational landscape, Q-SIM stands out as a valuable asset, offering improved academic outcomes and fostering a positive and engaging learning environment. Future utilization of this Q-SIM as a strategic instructional material would raise students’ academic performance and attitude in teaching specific science concepts and applying this Q-SIM in another discipline.

PKM: PERSEPSI DAN KEPUASAN ORANG TUA TERHADAP KEGIATAN BIMBINGAN BELAJAR YANG DIADAKAN OLEH MAHASISWA KKM

Service activities in the form of tutoring carried out by students often have obstacles or obstacles in their implementation, so it is necessary to carry out further analysis of the factors, one of the analyzes that can be used is through the SWOT method approach. In addition, the responses or responses of the community to this activity also varied, ranging from perceptions to the level of satisfaction. It is necessary to study the relationship between perceptions and parents' satisfaction with tutoring activities carried out by students. This activity aims to improve students' abilities and understanding of school subject matter according to student levels, analyze and identify obstacles that occur during implementation, and analyze perceptions and levels of community satisfaction with tutoring activities. Broadly speaking the implementation method is divided into three stages, namely preparation, implementation and research design. The location of the activity was carried out in Pamanuk Village with the target activities being elementary school students and parents of students as respondents. The form of evaluation is in the form of observation and essay questions. And to measure the relationship between perceptions and the level of parental satisfaction with this activity, questionnaire data were collected and processed in addition to interviews. Based on the results of the evaluation, around 65 percent of students who took tutoring were able to answer the questions given and a significance level of 0.847 between the relationship between perception and the level of parental satisfaction

ASSESSING LEARNERS' INTERACTION QUALITY DURING DIGITAL STORY TELLING PROCESS

This qualitative study delves into digital storytelling, focusing on the quality of interactions among learners engaged in this innovative pedagogical approach. This research aims to provide a comprehensive description of these interactions, analyze the outcomes, and critically evaluate the advantages and disadvantages of interaction quality in the context of digital storytelling. Through in-depth interviews and participant observation, we explored the experiences of 21 grade X students at MA Al-Aman in Lamongan, East Java. Thematic analysis of the collected data revealed that digital storytelling fosters collaborative engagement, allowing students to work together, share ideas, and co-create narratives. It enhances their understanding of subject matter, nurtures meaningful discussions, and fosters improved communication skills. The advantages of this approach far outweigh the recognized disadvantages, such as occasional disagreements and time constraints for collaboration. This research contributes to the educational discourse, emphasizing the profound impact of interaction quality on learning experiences. However, this study has limitations related to its scope and qualitative nature. Future research should explore diverse educational settings, digital storytelling tools, and pedagogical strategies. In conclusion, this study highlights the transformative potential of interaction quality in the context of digital storytelling, offering students a dynamic platform for collaboration, meaningful communication, and enriched learning experiences.

What Challenges Do Researchers Face in the Study of Inclusive Science Education?

The study of inclusive science education poses researchers with new challenges and tasks. There is an inherent complexity within this field as it requires understanding of science subject matter in combination with the normative demands of inclusive pedagogy. A Delphi study was conducted to systematically survey research challenges that arise in the research of inclusive science education from the perspective of experts. In the Delphi study, challenges for research on inclusive science education were identified using an exploratory approach in the first round. In the course of the following rounds, a consensus could be reached for eight challenges (> 50% agreement, IQR < 1, SD < 1.5). These included challenges known from the literature, e.g. a lack of suitable research instruments. The results also showed a change or an overcoming of challenges documented in earlier articles. For example, many experts, no longer experience a lack of research studies as a challenge. Alongside the progress made in the research field of inclusive science education, challenges still need to be addressed, such as the discrepancy between existing theoretical approaches and actual teaching practices. Future research must address these issues.

Inovasi Pembelajaran Bahasa Arab Melalui al-Thoriqoh al-Intiqo’iyah dalam Menumbuhkan Minat Belajar Bahasa Arab Siswa di MA. Nurul Hikmah Besuki Situbondo

As time goes by, the phenomenon of learning often changes in educational institutions in the country. This phenomenon is often faced by subject teachers, especially by Arabic language subject teachers. This variant learning phenomenon is a challenge for Arabic language teachers to anticipate the possibilities that cause mental degradation and failure to achieve students' understanding of Arabic language subject matter. The openness of Arabic teachers in choosing learning methods that must be applied every time they carry out teaching activities can project the achievement of basic educational goals that can be realized perfectly. Thus, Arabic language teachers must be able to develop good learning strategies, one of which can be done is to use effective and fun learning methods. One of the methods referred to is al-Thoriqoh al-Intiqo'iyah (electic method). The aim of this research was to identify Arabic Language Learning Innovations through al-Thoriqoh al-Intiqo'iyah in Growing Students' Interest in Learning Arabic at MA. Nurul Hikmah Besuki Situbondo. The data collection techniques used were observation, interviews and documentation. In this research, the researcher used a descriptive method with a qualitative approach with a case study type of research. The data collection techniques used were observation, interviews and documentation. Apart from that, researchers in analyzing data use an interactive model which consists of elements in the form of data reduction, data presentation, and data analysis. Meanwhile, the data inspection technique for this research uses triangulation. The research results confirmed that al-Thoriqoh al-Inriqo'iyah was implemented in the Supreme Court. Nurul Hikmah repeated the positive results, students were able to grow interested in learning Arabic through modifying the learning method. The justification for the success of using al-Toriqoh al-Intiqo'iyah in the school is illustrated by the enthusiasm for learning which continues to increase in addition to the participation of students in various language activities

ANALISIS PENGARUH PENERAPAN METODE LISTENING DALAM UJIAN SEKOLAH TERHADAP PENINGKATAN KEMAMPUAN MENDENGARKAN DAN PEMAHAMAN MATERI SISWA SMA

The purpose of this study was to analyze the effect of applying the listening method in school exams to improving high school students' listening skills and material comprehension. The research method used is a literature study that involves searching and analyzing literature related to previous research. This study aims to collect information and findings from previous studies that have discussed the use of the listening method in school exams and its impact on high school students' listening skills and material comprehension. The results of this study indicate that the application of the listening method in school exams has a significant positive effect on increasing high school students' listening skills and material comprehension. Based on the analysis of the literature, the listening method can help students improve their listening skills better, improve understanding of subject matter, and develop critical thinking skills. In addition, the use of the listening method in school exams can also motivate students to be actively involved in the learning process and improve information retention. Keywords: listening method, school exams, listening skills, understanding of the material

TEACHER PERSPECTIVES ON AI-DRIVEN GAMIFICATION: IMPACT ON STUDENT MOTIVATION, ENGAGEMENT, AND LEARNING OUTCOMES

This study delves into the insights and experiences of teachers regarding the influence of AI-driven gamification on student motivation, engagement, and learning outcomes. Through qualitative research methods, teacher perspectives are explored to unravel the multifaceted aspects of AI-enhanced gamification within educational settings. The study identifies several significant themes, including positive perceptions of AI-driven gamification, challenges in implementation, elevated motivation and engagement, enhanced learning experiences, improved learning outcomes, and the complexities of assessing long-term effects. The findings underscore the transformative potential of AI-driven gamification, as educators highlight its ability to create democratic, effective, and transformative learning environments. Nevertheless, the study also uncovers challenges related to professional development, technical glitches, and curriculum alignment in the implementation of this innovative approach. Moreover, the study reveals a resounding consensus among teachers regarding the positive impact of AI-driven gamification on student motivation, participation, and learning experiences. Teachers emphasize how AI-driven gamification can turn ordinary learning into enjoyable and meaningful journeys, offering students autonomy and real-time feedback. Furthermore, teachers believe that AI-driven gamification contributes to improved learning outcomes, fostering a deeper understanding of subject matter, knowledge retention, and enhanced problem-solving skills. Despite these short-term gains, teachers acknowledge the need for longitudinal studies to comprehensively assess the long-term effects of AI-driven gamification on learning outcomes.