ИСТИНА

Gamification is known to be a recognised method of managing business companies’ personnel performance and motivation. In modern Eurasian countries this practice is now gaining popularity in universities. Despite criticism from the advocates of traditional methods of education, the scale and variety of gamification methods and means introduced are slowly incorporated into the curriculum even as obligatory teaching practices. This paper presents the set of results of the experiment of introducing gamification practices to teaching International Politics and International Relations in Armenia, Tajikistan and Russia in 2018 - 2022. Gamification was applied as an additional method of teaching and evaluating (including mid-semester tests and course exams at the end of it) to both graduate and undergraduate students, studying such subjects as History of International Relations (2d year of BA studies), International Security (3d year of BA studies) and Peace Research (2d year of MA studies). In this paper, I introduce two blocs of methods and practices that were applied. First, I discuss how the semester exam in each of the three cases was divided into 3 stages with a choice for students to take a full- or partial exam using a “take-home exam” method that is still not widely recognized in Armenia, Tajikistan and Russia, and the results of this experiment. Second, the paper discusses the application of a role-play “Royal Diplomacy: Justice Revisited” with an open-ended decision and some game theory practice that were applied for graduate students. Also, I highlight the major problems with student motivation, group performance successes and failures, and some psychological-cultural issues that were revealed as obstacles or accelerators during this study experiment across three universities in these countries.