LITERARY EDUCATION OF HIGHER EDUCATION STUDENTS IN THE DIGITAL AGE: VIRTUAL REALITY AS A DIDACTIC RESOURCE AND CHRONOTOPE (BASED ON THE MATERIALS OF «NEUROMANCER» AND «MONA LISA OVERDRIVE» BY W. GIBSON)

Abstract

The article is devoted to the issues of literary education of students in the digital age and outlines the potential of virtual reality as a didactic resource and innovative educational environment. Special attention is paid to the pedagogical aspects of using VR in teaching literature: developing critical thinking, forming skills in interpreting literary texts, increasing motivation and active participation of students in the educational process. Emphasis is placed on the material from V. Gibson's works «Neuromancer» and «Mona Lisa Overdrive», which provides the opportunity to form a digital chronotope that allows future teachers to interpret the artistic space and interact with the text in a new way. The article proves that virtual reality, combined with literary analysis of cyberpunk contributes to the integration of theoretical knowledge and practical experience. It is emphasized that didactic work using VR contributes to expanding the possibilities of personality-oriented learning and the formation of an inclusive educational environment. A special emphasis is placed on access to equal conditions for interpreting and mastering literary texts. The need for methodically balanced and moderate use of VR technologies is noted and emphasized, which guarantees the preservation of academic values and psychological and pedagogical safety of applicants. It is emphasized that virtual reality is considered a promising tool for the modernization of literary education, which transforms the learner from a passive consumer of information into an active researcher of the artistic chronotope. The article outlines ways to realize the pedagogical potential of using virtual reality as a didactic resource and analyzes its impact on the formation of reading competence and the development of critical thinking of higher education students. The essence of the chronotope as an integrative unity of spatial and temporal coordinates of a work of art is revealed. The article focuses on criticism and the history of literary studies. It is noted that within the discipline "Introduction to Literary Studies", literary education of higher education students in the digital age involves the study of key concepts of literary theory, which can be applied to the analysis of virtual reality as a didactic resource and artistic chronotope. It is emphasized that the task is to identify the pedagogical potential of VR as a didactic resource.