PLAYING GAMES HAS POSITIVE IMPACT ON SUBJECT'S INTEREST FOR A DOMAIN IN WHICH A GAME OCCURS. IF ELEMENTS OF GAME IS INCORPORATED IN A LEARNING PROCESS THAN IT IS CALLED GAMIFIED LEARNING, EDUCATIONAL GAMIFICATION OR JUST GAMIFICATION. GAMIFICATION COULD RISE STUDENT'S INTEREST IN A COURSE IN MANY ASPECTS SO IT IS IMPORTANT TO FIND SOME MEASURES TO SEE WHAT KIND OF EFFECTS IT BRINGS TO EDUCATIONAL CONTEXT. ON THE OTHER SIDE, THERE IS NO EASY AND FAST WAY TO INCORPORATE GAMIFICATION IN THE COURSE. TEACHERS AND ICT STUFF MUST INVEST A LOT OF TIME IN PREPARATION OF LMS, REDESIGN OF THE COURSE, AND TUNE THE WHOLE SYSTEM TO GET FUNCTIONAL GAMIFIED COURSE. IN THIS PAPER, AUTHOR PRESENT HIS EXPERIENCE WITH GAMIFIED COURSE IN HIGHER EDUCATION HE HAD OVER THREE ACADEMIC YEARS. TEACHERS STARTED WITH PREPARATION OF THE COURSE WITH GAME BASED ELEMENTS IN LMS MOODIE. IN THE FIRST ACADEMIC YEAR STUDENTS WERE DIVIDED INTO EXPERIMENTAL AND CONTROL GROUPS AND TEACHERS COMPARED ACADEMIC ACHIEVEMENTS OF STUDENTS FROM THESE GROUPS. NEXT TWO ACADEMIC YEARS THE WHOLE COURSE STUDENT POPULATION USED GAMIFIED VERSION OF THE COURSE AND TEACHERS MADE SOME SMALL ORGANIZATIONAL IMPROVEMENTS IN RELATION TO THE FIRST ACADEMIC YEAR. TEACHERS ARE USUALLY CURIOUS ABOUT EFFECTS OF USING NEW METHOD IN EDUCATION SO ONE LIKES TO KNOW WHAT HAPPENED WITH GAMIFIED COURSE DURING THREE CONSECUTIVE ACADEMIC YEARS. THERE COULD BE VARIOUS DIMENSIONS FOR ANALYSIS OF IMPACT OF GAMIFICATION. APART FROM THESE THREE ACADEMIC YEARS WITH GAMIFICATION, THE ANALYSIS INCLUDES PREVIOUS TWO ACADEMIC YEARS IN ORDER TO SEE IF ANY DIFFERENCES BETWEEN TWO ACADEMIC YEARS WITH NON-GAMIFIED COURSE AND THREE ACADEMIC YEARS WITH GAMIFIED COURSE EXISTS IN STUDENTS' BEHAVIOUR, ACADEMIC PERFORMANCE, AND OPINION ABOUT THE COURSE. THE PAPER PRESENTS RESULTS BASED ON STUDENT LOG ANALYSIS, QUESTIONNAIRE, AND ACADEMIC PERFORMANCE. ON THE OTHER SIDE, TO GET SOME INSIGHT INTO TEACHER'S EFFORTS ON THE COURSE LOG ANALYSIS OF THEIR WORK ALSO WAS PERFORMED.