Abstract
Gamification—the integration of game mechanics into non-game contexts—has emerged as a transformative approach in education, particularly in history teaching. By leveraging elements like points, badges, leaderboards (PBL), and narrative-driven quests, gamification enhances student engagement, deepens conceptual understanding, and fosters collaborative learning. This article examines the theoretical underpinnings of gamification, analyzes empirical studies from leading journals (*Computers & Education*, *Journal of Educational Psychology*), and highlights best practices for implementing gamified strategies in history classrooms. Drawing on works by Deterding, Kapp, and Sheldon, we argue that gamification aligns with constructivist pedagogy and self-determination theory (SDT), addressing intrinsic and extrinsic motivation. The paper concludes with recommendations for adapting gamification in diverse educational settings, including Uzbekistan.