Abstract
Generative artificial intelligence (AI) moved from novelty to classroom infrastructure in fewer than three years, while learners arrive with habits shaped by fast, visual, mobile, algorithmically personalized environments. Teachers and lecturers are therefore asked to redesign pengajaran dan pemudahcaraan (PdPC) for a new generation of learners without surrendering critical thinking, creativity, ethical judgment, and independent learning. This paper is a conceptual and integrative review whose objective is to establish what the current evidence supports about AI, gamification, and interactive quizzing in education, and to translate that evidence into usable design guidance for teacher education. Forty-five sources were purposively selected from peer-reviewed meta-analyses, systematic reviews, and official policy frameworks, screened for relevance to instructional design in higher and teacher education, and verified against Crossref and OpenAlex records for correct metadata and absence of retraction notices. Three findings emerge. First, average effects for generative AI, gamification, and game-based student response systems are positive but moderate and highly heterogeneous, and they depend on instructional design rather than on the tool. Second, the same technologies that raise engagement can displace the cognitive effort that produces learning, so design must deliberately protect productive struggle. Third, as execution becomes inexpensive, the teacher's pedagogical judgment becomes more consequential rather than less so. The paper contributes three artifacts: a Human-Centered AI-Interactive Learning Cycle organized into four movements and eight phases; a six-gate decision framework for instructional technology selection; and a selection rubric whose decisive criterion is a subtraction test. The central conclusion is that intelligent technology does not automatically produce intelligent learning.