The paradigm of learning-teaching has been significantly altered by the incorporation of smartphones into the classroom, which offer interactive learning-teaching techniques, real-time access to information and feedback, and collaborative opportunities. It does, however, also address other issues, such as a loss of academic focus and potential disturbances to the learning-teaching process. Therefore, this research develops a gamified smartphone learning-teaching application model based on the DACDUA (Define, Analyze, Classify, Design, Utilize, and Assess) philosophical model towards learners’ participation in the learning-teaching process. This research employs mixed-methods research design, combining qualitative data and quantitative data to develop a learning-teaching application and to evaluate and reflect learners’ participation in the learning-teaching. This research, conducted across nine universities in Indonesia with diverse geographical and governmental statuses, as well as state, private, and religious/non-religious affiliations, proves that the gamified smartphone within the DACDUA model significantly engages learners’ participation. The DACDUA systematic model aligns with the objectives of learning-teaching, and it can be designed to meet the diverse needs of learners. This study highlights the role of gamification components in promoting active learning-teaching. Thus, this research recommends further scholars to investigate learners’ academic performance, motivation, perception, and the enrichment of philosophical values in the implementation of DACDUA gamified smartphones in the learning-teaching process. © 2025, Slovenska Vzdelavacia Obstaravacia. All rights reserved.
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