Background/purpose. As a developing country with a wide area, Indonesia often experiences problems with equal access and quality of learning, specifically in remote schools. To overcome these challenges, several studies have proposed using gamified mobile-based learning as an effective alternative. Therefore, this study aims to explore students’ responses, teachers’ experiences, and the challenges faced by implementing gamified mobile-based learning in schools. Materials/methods. The study procedures were conducted using a qualitative approach with focus group discussions comprising 12 teachers from 12 schools in 5 provinces in Indonesia. The data collected were then analysed using thematic analysis, which includes familiarisation with the data, initial coding, searching for themes, reviewing themes, defining and naming themes, and producing the final report or narrative. Results. The results showed that teachers implementing the technology received enthusiastic, enjoyable, and more engaged students’ responses. The teachers could also improve innovation and development as well as learning materials and media. However, technical and non-technical challenges were the main obstacles to implementing the approach. These results offer an alternative framework for teachers in implementing the approach in schools. Conclusion. In conclusion, the important results showed that gamified mobile-based learning could provide an alternative to improving students responses and teachers teaching quality in schools located in remote areas of Indonesia. This study also highlighted the importance of gamified mobile-based learning in improving teachers’ teaching quality. Teachers could improve learning innovation and development as well as learning materials and media. © The Author(s), 2025.
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