<![CDATA[Learning in 3T elementary schools remains constrained by limited use of innovative strategies, scarce interactive media, and insufficient integration of values of global pluralism. This gap underscores the need for technology-supported learning that is engaging, contextual, and competency-oriented. This study aimed to develop and evaluate Deep Learning Snakes-and-Ladders media based on Project-Based Learning (PjBL) and integrated with Artificial Intelligence (AI) to strengthen students’ understanding of global pluralism. This Research and Development (R&D) study employed the ADDIE model. Participants comprised 120 elementary students and 16 teachers selected through purposive sampling. Data were collected through observations, expert-validation questionnaires, teacher and student response questionnaires, and pre- and post-tests. Data were analyzed using descriptive statistics, expert validation, practicality analysis, and N-Gain. The media achieved high validity, with scores of 88% from content experts, 90% from media experts, and 86% from instructional design experts. Practicality was very high, with mean scores of 4.52 for teachers and 4.47 for students. Students’ mean learning outcomes increased from 36.0 to 90.0, producing an N-Gain of 0.84, indicating high effectiveness. The novelty lies in integrating gamified Snakes-and-Ladders, PjBL, AI assistance, and Deep Learning principles into a single instructional medium specifically designed to address global pluralism learning in underserved elementary schools. This integration transforms conventional educational games into an interactive, project-oriented, and AI-supported learning environment. The implication is that the developed media provide teachers with a feasible means of fostering meaningful learning and strengthening students’ understanding of global pluralism.]]>
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