<![CDATA[General Background Social studies education requires interactive environments to stimulate active participation and meaningful understanding. Specific Background However, fifth-grade students in Takalar Regency exhibit low engagement and sub-optimal scores due to conventional teaching methods that lack technological integration. Knowledge Gap While numerous studies explore interactive pedagogies, research simultaneously integrating the Giving Question and Getting Answer model with artificial intelligence media remains highly limited. Aims This study determines how a digital questioning framework shapes both learning motivation and intellectual achievements in elementary social studies. Results Through a quasi-experimental design involving 40 students, data analyzed via ANOVA and MANOVA revealed significant positive differences. The experimental group achieved a higher motivation posttest mean of 85.25 compared to the control group's 68.60. Furthermore, cognitive posttest scores reached 83.75 in the experimental class versus 66.75 in the control class, with multivariate tests confirming a significance value of 0.000. Novelty This research introduces a synergistic approach by combining a structured pedagogical model with interactive digital cards, addressing both affective and cognitive domains simultaneously. Implications Integrating smart digital tools with structured pedagogies provides educators with a viable framework to foster dynamic classroom interactions and optimize elementary educational standards. Highlights • Statistical evaluations revealed a significant disparity in post-intervention assessments favoring the experimental group. • Integrating digital tools with structured classroom questioning shaped final intellectual achievements. • The analyzed pedagogical framework transformed elementary social studies into highly engaging experiences. Keywords Giving Question And Getting Answer; Social Studies Education; Multivariate Analysis; Interactive Digital Cards; Pedagogical Intervention]]>
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