Three forms of interaction between teacher and students, which have become widespread, are described. The main purpose of the work is to study the fundamental differences between games and gamification in order to identify and modify the most effective methods for introducing active learning elements in the educational process. After decomposition of games and gamification, the following features of activities were revealed. Already at this stage, differences are noticeable between the goals of games where you need to win, and gamification – to learn. It is shown that the selection of optimal game mechanics, to improve the learning process, was carried out according to subjective criteria, and the result according to objective – academic performance, aimed at students of technical specialties. Thus, repeated studies for groups of other specialties can give different, but no less interesting situations. It was found that the use of game scenarios during a laboratory practice objectively increases academic performance, thereby increasing the formation of skills and abilities of professional competencies.