Design Of Educational Environments Research Articles

Global trends in educational environment design: From cultural dimensions to innovations

This study aimed to examine global trends in educational environment design, concentrating on the shift from cultural dimensions to innovative strategies. The goal was to provide a comprehensive understanding of the factors influencing the evolution of learning spaces. Our research methodology focused on a multi-case study approach, evaluating outstanding educational environments from various cultural and geographical backgrounds. Architectural blueprints and design documents were analyzed to gain insights into the creative processes behind these designs. Furthermore, we conducted a comparative analysis of international best practices in educational space design, emphasizing the role of culture and innovation in molding contemporary educational settings. This approach facilitated a detailed exploration of the key trends and their impact on learning experiences. The analysis revealed that integrating cultural dimensions and innovative systems in educational environment design results in flexible, inclusive, and adaptive learning spaces. The study also highlighted a growing focus on technology, collaboration, and sustainable design principles in shaping modern educational environments, mirroring the evolving needs of students and educators. These findings have substantial implications for educators, policymakers, and designers, as they underscore the importance of considering cultural dimensions and innovative methods when developing educational environments. By integrating these elements, academic institutions can create learning spaces that nurture creativity, collaboration, and personalization, ultimately enhancing student engagement and learning outcomes.

FORMATION OF A DYNAMIC MODEL OF IT MAJORS USING GAMIFICATION

Currently, gamification in education has become a full-fledged object of research. The current state of gamification allows us to consider it as an innovation that has potential in terms of didactics, organizational and methodological support of the educational process and management of educational institution as a whole. The main advantage of gamification is the possibility of modernizing the learning process, which increases students' intrinsic motivation and their involvement in the learning process. The purpose of this article is to present a dynamic model based on the analysis of gamification models. As a theoretical contribution of gamification, we form a dynamic model of gamebased learning, which aims to improve the effectiveness of learning related to five main factors (difficulty, interest, observation, imagination and choice). The dynamic model was used to teach first and second year students of the Computer Technology Faculty of Pavlodar universities (Toraighyrov University and Pavlodar Pedagogical University named after Alkey Margulan) the Python programming language using educational resources consisting of gamification elements, and the theory of educational environment design is called ARCS (attention, relevance, confidence and satisfaction) and the theoretical foundations of gamification are defined by the framework of MDA (mechanics, dynamics and aesthetics).

DESIGN FEATURES OF THE ENVIRONMENT OF EDUCATIONAL INSTITUTIONS

The article focuses on elucidating the distinctive aspects of designing the environment within educational institutions. It identifies the typical characteristics of design found in domestic higher education institutions, encompassing architectural solutions and functional concepts, as well as principles governing the division of educational spaces and zones. The article also examines the influence of classroom design on academic performance effectiveness. Notable illustrations of contemporary design within the educational environment of Ukrainian higher education institutions are presented. Additionally, the article explores design and architectural solutions employed in educational institutions abroad. Furthermore, the article puts forth original approaches toward shaping a modern design framework for educational institutions' environments. This research aims to uncover the specific characteristics associated with the design of educational institution environments. The object of investigation is the educational institution itself, viewed as a subject for design and architectural solutions. Research methods. The research employed various methods including description, analysis and synthesis, comparison, generalization, and modeling. The article delves into the distinct features associated with the design of educational institution environments. It identifies the defining characteristics of design within Ukrainian higher education institutions, explores the rationale behind such design approaches, and examines the evolution of design in the modern era. The study establishes the key aspects related to the design of specific educational spaces such as study rooms, lecture halls, specialized discipline offices, and computer rooms within Ukrainian higher education institutions (hereinafter HEIs). Additionally, recreational areas are characterized as a unique type of educational space, providing students with an opportunity to rest during breaks and prepare for upcoming classes. The study presents an analysis of the merits and drawbacks of the design of educational environments in contemporary domestic higher education institutions. It discerns the distinctive attributes within each category and assesses their influence on students' academic performance. Moreover, the study emphasizes the emerging trends that should be pursued in the development of modern HEIs design. The article uncovers the distinctive characteristics of designing educational institutions both in Ukraine and abroad. It emphasizes the particulars of designing lecture halls, study rooms, specialized rooms, and laboratories. Building upon the obtained results, this research develops approaches and principles for shaping the design of educational institution environments in Ukraine.

БІБЛІОТЕКА ЗАКЛАДУ ПРОФЕСІЙНОЇ ОСВІТИ ЯК СУБ`ЄКТ ПРОЄКТУВАННЯ ОСВІТНЬОГО СЕРЕДОВИЩА

The research's relevance is driven by the need to develop libraries of vocational education institutions as subjects of educational environment design. Objective: To substantiate the role of the vocational education institution's library in the design of the educational environment. Methods: Analysis of scientific sources and practical experience of vocational education institutions' libraries to substantiate their role in educational environment design. Results: The essence of the environmental approach is substantiated, the concept of “personal-development environment of a vocational education institution” is defined, the design skills of library staff are characterized, their role and functions in the modern educational process are determined, websites of vocational education institutions' libraries are analyzed, the specifics of the V. O. Sukhomlynskyi State Scientific-Pedagogical Library of Ukraine's activity in providing scientific-methodological support for the development of subjectivity of educational libraries in educational environment design are highlighted. Conclusions: The application of the environmental approach in modern vocational education implies indirect management of the educational process, with a primary focus on the proactivity of the student, his self-education, self-upbringing, and professional self-development; the design of a personal-development environment in a vocational education institution involves interaction among scientists, methodologists, educators, library staff, and students, and aims to effect positive changes both in the educational process and in the experience of the subjects of interaction; based on the analysis of research, the components of the modern personal-development environment of a vocational education institution are identified (subject, axiological, sociocultural, informational, organizational-activity, material-technical, virtual); libraries of vocational education institutions realize their subjectivity in the design of the educational environment, which involves changing the role and functions of their employees, who act as information intermediaries for students and teachers, master innovative pedagogical technologies, efficiently use computer and telecommunication technologies, navigate in the virtual space; the positive experience of libraries in designing educational environments of vocational education institutions is linked with the quality of functioning of their pages, blogs, websites, correlating with the systematic presentation of information about significant events, news, work regulations, communications, projects, content of recommended literature by profession, and providing feedback with users; important for the development of subjectivity of educational libraries, particularly those of vocational education institutions, is their scientific-methodological support by scientific institutions, in particular, the V. O. Sukhomlynskyi State Scientific-Pedagogical Library of Ukraine consistently carries out such activities as a coordination, scientific-methodological center of the network of educational libraries of the Ministry of Education and Science of Ukraine and the National Academy of Pedagogical Sciences of Ukraine.

"Interstellar Wanderers:" Digital Support for Teaching Place Value Within the Activity Approach Framework.

The majority of mistakes students make while using "well-learned" decimal counting, can be attributed to their miscomprehension of the structure and arrangement of the "positional" numeral system. Digital support may merely serve an illustrative and training function, or it may provide the special environment for locating the problem of positional counting as a part of meaningful actions by the students. Following the Activity approach, we aimed to scaffold the students' own learning actions, in such a way as to reveal the origin of the multi-digit number concept. Thus, we used counting in other-base systems as a way for students to reconsider the reasoning behind familiar operations in the most common base-ten system. The purpose of this paper is to present the approach to computer support which we have designed, based on our analysis of the activity content related to the multi-digit number concept, and to discuss some preliminary results of the first training series. The approach to educational environment design developed within the Learning Activity theory defines the ways in which a computer becomes essential. The computer should provide a transparent interface which allows students to perform transformations with objects which will react accordingly. The additional opportunities to perform concept-mediated orientation procedures should also be scaffolded by digital means. For the purposes of our study, the computer-based educational module "Interstellar wanderers" was designed. Four groups of students from 2nd to 5th grade (8-12 years of age, 20 children in total) participated in the experimental computer-based lessons (over 30 hours); classroom observations, videotaped discussions, and logs of students' individual work in the computer simulation were used for analysis. The preliminary results of the experimental teaching showed that the computer support which we developed may scaffold students' progress toward acquisition of the multi-digit number concept through a reflective re-thinking of the well-learned decimal system. Yet further research is needed to get a quantitative analysis of students' performance. The general principles of computer support design based on the Activity approach in education (Galperin, Davydov, & Talyzina) demand a thorough analysis of the origin of the concept being studied, as well as the design of appropriate content and means of students' actions and corresponding contexts and tasks. The digital means which we designed to support students' learning activity, are in demand and bring promising results.

ARTS SYNTHESIS IN THE DESIGN THE EDUCATIONAL ENVIRONMENT OF PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS

The article outlines the essence of the concept of the educational environment, reveals its structure, and clarifies its key role in the system of future primary school teachers’ training. To meet that aim, several theoretical methods, including analysis of sources and literature on the research; structural and functional to justify the structure, content, and principles of building a training system; and theoretical modeling, are utilized. The interconnected components of the researched professional training have been described. They provide a positive result for the professional development of the future primary school teacher: axiological, socio-cultural, epistemological, cognitive, creative, personal-activity, and communicative. It has been proved that the educational environment design utilizing art synthesis allows: for more accurately predicting and controlling the teaching process, solving educational and training tasks, ensuring favorable conditions for the development of creative personality, and optimal use of available resources.

Design of the educational environment for the preparation of teachers

The notion of the educational environment, as well as its elements and structural characteristics, are examined in the article. The idea of designing an educational environment was presented. The technological, didactic, and social elements of the educational environment design for the Ternopil Volodymyr Hnatiuk National Pedagogical University (TNPU) teachers' professional training are outlined. The characteristics of this environment are taken into consideration, including information saturation and openness, digital change, social practices, and cooperation. On the basis of TNPU, a study on the efficiency of the educational environment for teachers' professional development was conducted. 432 master's degree holders from across the University's disciplines took part in the study overall. The study processed the results statistically using the approach of expert evaluations. The goal of the study was to evaluate the relative significance of each indicator for each element of the educational environment design. The study's findings show how the technological and social aspects of the university's learning environment have undergone major changes that have a big impact on teachers' professional development.

Designing the Educational Environment in the Formation of Adaptation and Integration Strategies in Children from Migrant Families

This article is devoted to the study of the possibilities of educational environment design in the arrangement of the schoolwork with children from migrant families so that they could positively adapt to the conditions of school and integrate into the culture of the host country. Based on a generalization of the problems faced by migrant children, the characteristics of educational environment design models and technologies, and international experience in developing and designing electronic educational resources, designing the process of teaching and educating children from migrant families, regardless of their social status, the role and place of educational environment design, as well as the conditions and mechanisms of increasing the effectiveness of designing the educational environment of educational and training processes for children from migrant families are outlined. The reasons for the introduction of interactive methods of teaching and educating migrant children, especially during the adaptation period, are outlined. Educational environment design is considered from the position of a systematic approach to the design of the educational process, in which the content, methodology and conditions of the organization are subordinated to a single goal, and the roles of not only teachers, but also the families of migrant children, peers, other people and organizations are defined in this system.

Principles of pedagogical design of a safe educational environment

The article is devoted to one of the most important, one might say global problems - the problem of educational security. Within the framework of the study, the authors, based on the study of the phenomenon of security of the educational environment in domestic and foreign studies, reveal such concepts as "pedagogical design", "educational security"; based on the analysis of a document aimed at regulatory in the field of education - the Federal State Educational Standard of Basic General Education, approved on 31.05.2021; they offer their vision of the principles of pedagogical design of a safe educational environment. The article may be useful for researchers involved in the design of a safe educational, socio-cultural space; and the principles proposed by the authors: consistency and goal-setting; targeting; aestheticization and accessibility of the educational environment by means of pedagogical design and the constructing principle will increase the efficiency; and productivity of pedagogical design of the educational environment as a whole.

Pedagogy of uncertainty

Educators around the world are facing the challenges and opportunities of 21st Century education, such as the COVID-19 pandemic, STEAM education, and the rise of digital immersive technologies presenting a promising field for the development of new ways to maximize the learning experience (Bakker, Cai & Zenger, 2021) The integration of science, technology, engineering, art and mathematics (STEAM) offers an approach to educational design based on curricular integration and learning by doing with analog and virtual technologies (Quigley et al., 2020). In turn, STEAM promotes important pedagogical changes that encourage the development of new skills focused on collaborative work, inquiry and creativity in the face of a challenge or problem to be solved, as well as optimal sensorimotor deployment through haptic and visual perception when using emerging digital immersion technologies such as virtual and augmented reality (Videla-Reyes, Aguayo & Veloz, 2021). All these changes lead to a new framework of pedagogical action based on uncertainty, since they are unfamiliar or unknown in the field of traditional education.
 
 Based on the above, we propose here the idea of a ​​’pedagogy of uncertainty’, which can be read in light of the latest and unpredictable changes that 21st Century education is experiencing due to the COVID-19 pandemic, the emergence of technological tools and unfamiliar virtual and online platforms that teachers and students had to learn and use during the march of the virus. The approach that we suggest here is based on the potential of STEAM educational environment design that focuses on providing signs or patterns of an emerging world, unlike traditional teaching methods in which the path to which students should arrive is already laid down in advance. From a STEAM educational design approach, the teacher and her/his students lay down a path in walking together, a motto used by the enactive approach to cognition that considers "cognition as embodied action that is always oriented towards something absent: on the one hand, there is always a next step for the system in its perceptually guided action; for the rest, the acts of the system are always directed towards situations that are not yet in act” (Varela, Thompson & Rosch, 1991, p.238). In this presentation, we explore the notion of pedagogy of uncertainty in the light of enactivism, based on theoretical and empirical evidence about how teachers and students deal with an uncertain world by actively participating in integrated educational environments based on learning by doing approaches (Abrahamson, Dutton & Bakker, 2021). In particular, we make special reference to how teachers can make their students learn from clues, impoverished traces, or traces of information available within their learning environments to solve a challenge or problem, to the extent that they investigate, create, manufacture and/or actively participate in technology inside and beyond the classroom.

Can Digital Games Teach Scientific Inquiry?

Digital games are increasingly being used to teach the processes of scientific inquiry. These games often make at least one of four key assumptions about scientific inquiry: that inquiry is a problem-solving process which is value-neutral, bounded by strict subject-matter constraints, and conducted by practitioners separable from society. However, feminist, STS, and pragmatist scholars have demonstrated the flawed nature of these assumptions. They highlight instead that: inquiry is a process of problematization that is value-laden, unbounded by subject-matter, and conducted by practitioners who socially, politically, and culturally situated. In this paper, I argue that three of the key affordances of digital games-their procedural, evaluative, and fictional qualities-can constrain their ability to teach inquiry understood as such. I examine these affordances and their relationship to the nature of scientific inquiry through a design case examining our game Solaria designed to teach students how to inquire into the development of solar cells. Specifically, I ask: To what extent can the procedural, evaluative, and fictional affordances of digital games (designed to teach students about solar cells) support the learning of scientific inquiry as a problematizing, situated, and value-laden process, unbounded by subject-matter constraints? I discuss how these affordances of games supported but ultimately limited the design of the game by trivializing real situations, predetermining criteria for progress, and distancing students from real-world risks and responsibilities, respectively. In conclusion, I briefly discuss how understanding these limitations can support the design of educational environments to complement digital games for teaching scientific inquiry.

ОБРАЗОВАТЕЛЬНАЯ ТЕХНОЛОГИЯ ФОРМИРОВАНИЯ ОСНОВ СОЦИАЛЬНОГО МИРОВОЗЗРЕНИЯ

Based on theoretical and experimental research on the problems of education reform in the context of humanitarization of education, the authors elaborate and present a model of educational technology used to reform the activities in humanitarization of educational process, to create a flexible effective system at secondary school with the focus on teaching natural science disciplines. The theoretical study shows that humanization and humanitarization of education as a holistic system does not have a mechanism to implement social and pedagogical technologies and does not have a driver to realize this educational concept. This fact led to the development of educational technology aimed to form the basics of social worldview. The authors offer possible solutions for the problem by uncovering the pedagogic potential of natural sciences’ disciplines in forming the basic social determinants, namely, social competence and social intelligence of the students of secondary school. The main methods used are: the method of philosophical and subject expansion of natural sciences’ disciplines as a resource to form and develop social intelligence in the context of humanitarization of natural sciences, and statistical analysis to process the quantitative results of the pedagogical experiment. The development of a model of the author's technology is based on ecological approach to the research and design of educational environments. The methods of organizing educational technology that form the foundations of social worldview and paradigm of social thinking in modern conditions of scientific and technical progress are presented. The experimental data show that the organization of educational process of the secondary school students (7–11 forms) according to the model of social and pedagogical technology provides the increase of the level of quality of educational activity that satisfies the educational demand and meets the requirements of Federal Educational Standards of Russian Federation are present in the work. The authors considered the achievements of natural sciences from the point of view of the search for a public ideal. They made recommendations on the application of new scientific approaches, on the introduction of new interpretations, concepts of physical and natural-scientific outlooks. The developed educational technology contributes to the change of thinking paradigm, addressing the problem of authentic understanding of the world. This socio-pedagogical technology contributes to the creation of interdisciplinary interaction and interpenetration of the scientific and humanitarian understanding of the world within the framework of the modern concept of natural sciences.

Methodological development of educator’s information and communication mobility as adaptive ability of educational and developing e-environment self-organization

The phenomenon of globalization and the active use of the capabilities of information and communication technologies affect the social atmosphere and the economic situation in society. The aim of the study is to determine the adaptability of a teacher to modern challenges in the context of improving the human potential, the innovativeness of the educational environment and the process of work. The actualization of the self-development value of a person is caused by the emergence of new forms of learning, advanced training and ways of modern communication. There is a public need for educators with a high level of information and communication mobility, able to provide a quality learning process in an educational setting. The article describes the approaches to the organization of teacher development in the educational environment with the use of information and communication technologies. Methodical approaches to the development of teacher mobility as an adaptive capacity are indicated. Information and communication mobility is defined as the adaptive capacity of educational and development e-environment self-organization, its structure and levels. The methodology of teacher’s information and communication mobility development, tasks that are realized in the educational e-environment of postgraduate education are characterized. To carry out the experimental work the author's program of development of the teacher's adaptive ability was developed, which envisages preparatory, activity, creative stages of realization. The educational and methodological support for the implementation of the author's methodology for the development of the teacher's ICM provides the developed electronic educational and development environment. The educational e-environment envisages increased opportunities for the individual’s activity, development of new ways of interaction with the environment, represented by life events, focus on ensuring access of adults to the flow of knowledge, focus on instrumental equipment and expanding their own educational space as a component of continuous education. The integrated use of theoretical and empirical methods (testing, conversation, observation, interviewing, self-assessment, self-evaluation) allowed us to find out the initial level of information and communication mobility of a teacher, to determine the impact of the educational environment of postgraduate education and the development of teacher’s adaptive ability. The research allowed to determine the features of educational environment design: continuity, multilevel, developmental character of learning, openness, in which such educational values of lifelong adult education, such as self-organization, self-development, self-education, self-control, are actualized. Prospects for the study of the problem are associated with the development of conditions for the development of information and communication mobility in the electronic environment of inclusive education

The Effect of School Design on Users’ Responses: A Systematic Review (2008–2017)

This systematic review focused on the effect of the educational environment design on students’ and teachers’ performance, satisfaction, and wellbeing. Starting from a bulk of 1307 articles, a set of N = 68 empirical papers was selected and organized on the basis of four different content clusters, i.e., architectural building design and aesthetic features, indoor environmental features, classroom design, and school green spaces/outdoor spaces. From the analysis of research findings, the key role of pleasant, warm, and flexible learning environments emerged, for promoting both wellbeing and performance of users. More specifically, the presence of charming colors and pictures, ergonomic furniture, and adequate acoustic, thermal comfort, ventilation, and natural lighting have emerged as important features that school designers should care for. Furthermore, an integration of both indoor and outdoor learning situations showed to be effective for improving students’ learning and wellbeing.

Design of educational environment for teachers’ professional training

The article analyzes the concept of the educational environment, its components and features of the structure. The concept of educational environment design was introduced. The components of educational environment design for the teachers’ professional training of the Ternopil Volodymyr Hnatiuk National Pedagogical University (TNPU) are described: technological, didactic and social. The features of this environment such as: information saturation and openness, digital transformation, social practices and cooperation are considered. The study of the effectiveness of educational environment for teachers’ professional development was carried out on the basis of TNPU. In total, 432 masters of all specialties of the University participated in this study. The study used the method of expert assessments for statistical processing of results. The study was conducted to determine the level of importance of all indicators of each component of the educational environment design. The results of the study illustrate the significant changes in the technological and social components of the university’s educational environment design, which have a significant impact on the teachers’ professional training.

РЕАЛІЗАЦІЯ ВІДДАЛЕНОЇ ОСВІТНЬОЇ ВЗАЄМОДІЇ В ПІСЛЯДИПЛОМНІЙ ПЕДАГОГІЧНІЙ ОСВІТІ

Updating the ways of interaction between the subjects of educational space, changing the formats of professional activity of a specialist requires a search for improvement of educational practices aimed at developing the digital competence of academic staff in postgraduate pedagogical education. The main challenges in distance educational interaction implementation at advanced training courses in an institution of postgraduate pedagogical education under the conditions of quarantine restrictions are investigated in the article. The approaches offered in the article implement educational communication using the possibilities of digital technologies in postgraduate pedagogical education. The advantages and limitations of distant interaction in the process of teaching adults are highlighted. The means of remote interaction organization in the process of professional development of teachers are systematized. The peculiarities of modern educational environment design in the institution of postgraduate pedagogical education are highlighted, which allows to create and implement a set of educational strategies aimed at implementing remote educational interaction. The definitions of the notions «distance learning», «online learning» are considered and the models of teachers professional development organization on the platform of distance learning of Communal institution «Zhytomyr Regional Institute of Postgraduate Pedagogical Education» of Zhytomyr Regional Council are characterized. The results of the research survey of teaching staff and teachers of advanced training prove that the use of learning environment, system of practical training courses requires adaptation of content, forms and means of teaching to the requirements of social demand, changes in the work of academic staff of postgraduate pedagogical education and improving the digital competence of subject teachers.

TÜRKÇE ÖĞRETMENLERİNİN DİL EĞİTİMİNDE ORTAM TASARIMI VE MATERYAL KULLANIMI YETERLİKLERİNİN DEĞERLENDİRİLMESİ

Bu araştırmanın amacı, Türkçe dersi öğretmenlerinin dil eğitiminde ortam tasarımı ve materyal kullanımına ilişkin görüşlerinin alınmasıdır. Çalışmada nitel araştırma yaklaşımı çerçevesinde görüşme ve gözlem yöntemi kullanılmıştır. Araştırmanın çalışma grubunu Zonguldak ili Çaycuma ilçesinde 2017-2018 öğretim yılı içerisinde görev yapan 15 Türkçe öğretmeni oluşturmaktadır. Çalışma grubunun oluşturulması sırasında öğretmenlere araştırma amacı belirtilmiş; gönüllü olanlar çalışma grubuna dâhil edilmiştir. Çalışma grubundaki tüm öğretmenlerle görüşmeler yapılmış, aynı zamanda çalışma grubundaki üç öğretmen de bir ders saati (40dk) gözlemlenmiştir. Görüşme ve gözlem esnasında araştırmacılar tarafından notlar alınmıştır. Çalışmada kullanılan görüşme ve gözlem formu, araştırma ekibi tarafından hazırlanmıştır. Görüşme formu beş sorudan oluşurken gözlem formunda ise görüşme formundan hareketle oluşturulmuş beş gözlem boyutu yer almaktadır. Görüşme ve gözlem sonucu elde edilen veriler içerik analizi ile incelenmiştir. Ulaşılan sonuçlara göre Türkçe öğretmenlerinin etkili bir görsel uyaran olan karikatürden yeterince faydalanmadıkları görülmüştür ve dil eğitiminde karikatürün aktif olarak kullanılması önerilmiştir.

DESIGN OF IT-BASED INDEPENDENT LEARNING FOR STUDENTS WITH DISABILITIES

Problem and goal. In recent years, attempts have been made in Russia to increase the accessibility of higher education for persons with disabilities (EHS). Nevertheless, the creation of an effective system of inclusive education faces many serious challenges. Methodology. The key barriers to higher education in four aspects of the educational process are analyzed: the General structure of training, teaching methods, individual work with students, as well as evaluation. To overcome these barriers, it is proposed to use special technical and organizational solutions. Results. A General conclusion is made about the need to develop standards for inclusive education, taking into account the diversity of types of public health services, the need to use special information technologies and the involvement of students in the design of the educational environment. Conclusion. The design of an inclusive educational environment assumes that students are the most competent and interested participants in the educational process, better understanding of both their needs and the effectiveness of various information and communication technologies (ICT) used in learning.

Design of educational environments rased on interactive applications using augmented reality and video games for the active learning of archeology

Esta investigacion describe el diseno de un entorno educativo virtual mediante videojuegos de realidad aumentada denominado Cultiaventura. El entorno se ha desarrollado como prototipo de apoyo al aprendizaje activo de la Arqueologia en Educacion Primaria. La metodologia empleada se basa en la union del modelo educativo, fundamentado en competencias y el modelo de desarrollo incremental de software. Los resultados indican que el diseno ejecutado ha permitido crear recursos digitales interactivos, alineados a las rutas de aprendizaje del Ministerio de Educacion del Peru.

Peculiarities of formation of a creative direction auditorium interior of HEIs of Architectural and Art profile

This article analyzes the current state of the creative classrooms at State Schools of Architectural and Art profile and features of educational environment formation in similar modern foreign educational institutions. The article identifies basic disadvantages of classrooms in Ukrainian Schools and key current trends in the design of educational environment for architects and designers for further developing of recommendations for adaptation of existing classrooms to these trends.