This study investigated how educators in higher education from Saudi Arabia and India perceive AI-powered gamified assessment platforms (AGATs). We aimed to compare teacher perceptions across these two culturally distinct educational systems, considering factors like perceived usefulness, ease of use, trust in AI, and the appeal of gamification. Online surveys gathered data from a diverse sample of teachers in both countries. A total of 120 respondents participated, with an equal representation from India (n=60) and Saudi Arabia (n=60). The analysis compared the average scores and standard deviations for each group using paired-sample t-tests. While initial perceptions may appear similar, significant differences emerged between the two groups, particularly indicating Saudi Arabian teachers greater receptivity to AGATs. The surveys explored user experience, perceived effectiveness of AGATs, and attitudes towards gamification and AI assessments. While some potential variations in perceptions emerged (Table 1.2), paired-sample t-tests (Table 1.3) revealed statistically significant differences between the two groups. Interestingly, initial analyses suggest Saudi Arabian teachers might be slightly more receptive to AGATs, warranting further investigation. These findings, though limited by the online survey methodology, highlight the importance of understanding teacher perceptions for successful AGAT implementation. Future research with larger and more diverse samples, potentially incorporating qualitative methods, could provide deeper insights into these variations. In conclusion, although potential variations in teacher perceptions across countries were observed, statistically significant differences were established, leading to the rejection of the null hypothesis. This underscores the need for future research with larger, more diverse samples and the potential value of qualitative methods to delve deeper into the underlying reasons for these variations. Ultimately, considering teacher perceptions is crucial for successful AGAT implementation. By understanding these nuances, we can tailor educational technology like AGATs to better suit the needs of teachers across diverse contexts, ultimately promoting effective integration and maximizing their potential benefits for student learning.