This article presents the results of a study aimed at studying the influence of gamification on the level of self-efficacy in the context of corporate training. Two groups of subjects participated in the experiment: an experimental group consisting of 102 363 participants who were trained in digital format using game elements, and a control group consisting of 44 523 participants who were trained in digital format without game elements. The results of the study showed an increase in the level of self-efficacy in both groups of subjects after training. The experimental and control groups demonstrated a similar effect in increasing the level of selfefficacy. This result indicates that the introduction of game elements into corporate training does not significantly affect the level of self-efficacy, however, it can minimize the negative attitude of employees to longer and more complex training programs in electronic format.

The article considers the phenomenon of gamification as the basis for organizing the educational process, including motivation and regulating behavior of participants of gaming activities. The author presents the functions and principles of gamification, world of the game as a world of custom, ritual, holiday. Attention is drawn to seven game techniques, with the help of which it is possible to effectively involve a pupil in the game process. The game is explored as the basis of the project “Conversations about important things”, as the world of students’ relationships.

The article is devoted to the analysis of the pedagogical potential of modern game-based learning technologies in higher military schools. The analysis of the main approaches to the problem in domestic and foreign studies is carried out. The role of problem-based learning as a concept that removes the opposition of traditional and innovative learning technologies in higher military schools is considered.