The Didactic Potential of Using Multimodal Game Modelling to Effectively Teach the Subject of “Fundamentals of Russian Statehood” to High School Students

The article presents empirical research findings that demonstrate how using various forms of multimodal game modeling in classes can significantly enhance the effectiveness of the educational module “Fundamentals of Russian Statehood”. These forms of game modeling should be interspersed and specifically focused on finding ways to solve important problems for students, their families, and our country as a whole. The research also indicates that without active and purposeful teacher assistance, most modern students are not able to use the materials of the “Fundamentals of Russian Statehood” module in a practical way. Without outside encouragement, many students are not ready to see the knowledge in this module as a guide to action, an incentive for personal goal-setting, or even information about the possibilities available to them. The article describes how multimodal game modeling can effectively address this problem by cultivating a sense of responsibility for one’s own fate and the fate of one’s country, recognizing their inseparable connection. It also helps students to determine their priorities proactively and meaningfully, and to connect the implementation of personal life plans with the strategic goals and objectives of their country.