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This study uses the comprehensive and flexible sociocultural learning theory, Activity Theory (AT). We improved game mechanics noted to be successful acquisition tools (storylines, scenes, characters, settings, environments, points, badges, leaderboards, and choices) [ for the GBL and gamification acquisition platforms. We engaged versatile stakeholders (the community) to participate in unusual roles (variance of labour) to design and prepare the GBL and gamification methods that help students acquire knowledge (the physical object ), which is material toward achieving a better physiological property health final result 2 player games upgrade (the destination ). It is monumental to observe that we placed much vehemence along community involvement when designing, developing, examination, and refinement the intervention. While learning, students adhered to the norms and guidelines (rules) [ that rule stake mechanism much arsenic gaining points, badges, leaderboards, and gameplay.

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