This paper presents a comparative analysis of the current practices of gamification of higher education, implemented in Russia and abroad. Two main types of implementation of gaming technologies in the Russian educational space are considered: end-to-end and precise gamification. End-to-end gamification assumes that the elements of the game go through the entire educational process and the scenario of the course is worked out in a similar way to the game narrative. Point gamification is a method in which game elements are rarely used and play a secondary role. The third type of gamification, implemented in the foreign educational space, is carried out through the creation of a special game that meets the goals of the educational process. The advantages and disadvantages of the considered practices of gamification of higher education are noted, as well as their capabilities, taking into account the motivation of students.