The authors give a periodization of the introduction of gamification in the teaching of historical disciplines, highlighting three stages, dating the final stage to 2020. They associate the onset of it with the self-isolation of students and teachers during the Covid-19 pandemic. The experience of the Department of History of the Timiryazev Academy in the gamification of the educational process is presented, a brief overview of the business game - Quiz "Guess" is given. The main programs that were used at the university in the framework of gamification are considered: Kahoot, Quizizz, Triventy, Mentimeter. The article provides data on mobile applications for smartphones that can be used in the history disciplines learning process. The purpose of the research is to share the experience of the teachers of the Department of History of the Russian State Agrarian University-Moscow K.A. Timiryazev Agricultural Academy (Timiryazev Academy) on the introduction of gamification into the teaching of history disciplines. The object of the research is gamification. The subject of the research is the introduction of gamification by the teachers of the Department of History of the Timiryazev Academy. Research methods: participant observation, sociological survey, expert assessment. The main scientific result: it is proved that gamification in teaching of historical disciplines is closely related to the process of digitalization of the educational process, which puts on the agenda the development of a complex of special mobile applications containing educational content in the discipline "History (history of Russia, general history)".

1.
I. M.
Gomez
,
Trigueros, Educacao & Formacao.
3
(
8
)
3
16
(
2018
).
2.
W. R.
Cabrera
and
S. H. Pech
Quinonez
,
Etic net-revista cientifica electronica de educacion y comunicacion en la sociedad del conocimiento.
18
(
1
)
173
195
(
2018
).
3.
A.
Giannakoulopoulos
,
L.
Limniati
and
N.
Konstantinou
,
Examining the contemporary status of gamification in education
,
14th international technology, education and development conference
edited by
L. G.
Chova
,
A. L.
Martinez
, and
I. C.
Torres
.
2020
, pp.
6467
6473
.
4.
S. E. M.
Martinez
, and
D. S. G.
Ojeda
,
Gamification as a teaching strategy in the learning process of art history
,
14th international technology, education and development conference
edited by
L. G.
Chova
,
A. L.
Martinez
, and
I. C.
Torres
.
2020
, pp.
471
476
.
5.
Zh. S.
Abdykerov
,
D. A.
Antipov
,
O. M.
Zamyatina
,
P. I.
Mozgaleva
and
A. I.
Mozgaleva
,
Higher education today.
2
24
27
(
2018
).
6.
F. A.
Belkin
,
Contemporary foreign psychology.
5
28
34
(
2016
).
7.
V. D.
Emelyanenko
,
Philosophy of education.
2
(
75
)
130
146
(
2018
).
8.
A. S.
Gafiyatulina
,
Humanitarian informatics.
16
50
57
(
2019
).
9.
A. I.
Maksimova
,
Young scientist.
23
(
365
)
322
324
(
2021
).
10.
A. B.
Orishev
,
Bulletin of the Scientific and Methodological Council for Environmental Engineering and Water Use.
13
54
58
(
2019
).
11.
R. Yu.
Tsarev
,
International Journal of Advanced Study.
7
(
1
)
12
(
2017
).
12.
N. L.
Sineva
,
E. V.
Yashkova
, and
G. I.
Ismailova
,
Science of Krasnoyarsk.
8
(
4-3
)
106
110
(
2019
).
13.
L. P.
Varenina
,
Historical and socio-educational thought.
6
(
6-2
)
314
317
(
2014
).
This content is only available via PDF.
You do not currently have access to this content.