We formulated seven general principles for authors for the implementation of educational gaming
technologies in an engineering university based on descriptions in the literature. The principles
are ordered by their “importance” for the quality of the game model and systemic influence on
the student. These principles provide conditions for mastering educational material by resolving
problematic game situations. Conclusions are made about the effectiveness of the methodology
based on the principles. It was found that the role of the emotional component in the educational
process increases, the students’ independent work is stimulated, the quality of teaching increases,
and the teacher is freed from routine control operations.