Gamification is becoming more and more popular in education. The consequences of the use of games for learning are not sufficiently investigated yet, although it is known that using games for learning does not always have a beneficial effect on students. Besides, practical rather than theoretical problems related to use of gamification in education have been more the focus of research by now. It is therefore desirable to consider at the theoretical level the role of game technologies in education taking into account the systemic nature of man’s spiritual life and values and ideologies as its constituent parts. The research aim is to determine the degree of applicability of gamification in education determined by a specific system of values and ideologies every participant of educational process has. To achieve this goal, secondary analysis of scientific literature on this problem was applied, main approaches to gamification were singled out and evaluated. Secondly, using systematic approach it is shown that the nature of the impact of gamification depends on the level and character of the development of a person’s values and ideologies. The research employs basic scientific and special scientific methods typical of social and humanitarian studies. At the same time, the important role among them is played by the system analysis method that allows us to consider the use of games for learning in educational not in isolation but taking into account the role of basic factors of a person’s spiritual life, especially his world outlook. This allows for a many-sided analysis of causes of difficulties which appear when using games for learning. The novelty of this research lies in showing the dependence of the character and results of gamification on man’s values and ideologies.

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