This article analyzes the methodology for organizing experimental and trial work aimed at developing historical thinking based on gamification in the teaching of history, as well as its main stages. The study covers issues such as planning experimental work, selecting respondents, forming experimental and control groups, determining evaluation criteria, and analyzing results.

In addition, the content of the diagnostic, formative, and control-generalizing stages is substantiated from a pedagogical perspective. The article reveals the possibilities of using gamification elements to develop students’ skills in analyzing historical events, understanding cause-and-effect relationships, drawing independent conclusions, and enhancing historical thinking.

The research results demonstrate that organizing experimental work on a scientific and methodological basis plays an important role in improving the effectiveness of history education.

history education, gamification, historical thinking, experimental work, pedagogical methodology, diagnostic stage, formative stage, control stage, educational effectiveness.

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