Development of digital literacy of teachers when designing plots of text games using neural network tools in the context of additional professional education

The problem and the aim of the study. Digital literacy of the teacher implies that a specialist has a formed system of basic knowledge, skills and attitudes in the field of using digital technologies to search for information, prepare didactic materials, design electronic resources, and personalize learning. Interactive services, gamification tools, neural networks, etc. are actively used to ensure appropriate training and develop the necessary personal qualities of teaching staff in additional professional education. The aim of the study is to identify the features of the development of digital literacy of teachers when designing plots for text games using neural network tools in the context of additional professional education. Research methods. Indicators of digital literacy of the teacher: information, computer, communication, media literacy and attitude to technology. The experiment was conducted in the Institute for Education Development of the Kirov Region (Russian Federation). The study involved 350 participants. Software: dialogue simulators, neural networks for text generation (NiceBot, NeuroTexter); web applications (Porfiryevich, GamioAI, Twine). The digital literacy level was assessed using the questionnaire materials of the National Agency for Financial Research and the questions of the author's test. In statistical data processing, the Pearson's chi-squared test was used. KEYWORDS Results. The article describes the system of work with students of the experimental group on designing plots of text games using neural network tools within the framework of the course "Digital educational environment: new competences of the teacher". The peculiarity of the proposed interaction option is the transition from practical activities with dialogue simulators which simulate automatic text generation to writing plots using game applications based on artificial intelligence. Statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed (χ2 = 8.204, p < 0.05). Conclusion. The features of the activity that provide additional conditions for the development of digital literacy of teachers are formulated: new experience in the use of neural networks and gamification services, the use of digital tools for modeling an original game space, changing the roles of participants in information interaction, an adaptive development process, etc.