This article examines the process of creating and researching a virtual laboratory for training students in coding theory. General information about the virtual laboratories is presented. A methodology for conducting comprehensive scientific research is presented, as well as a specialized method for designing and developing the virtual laboratory, including the system’s architecture. The article also presents brief information about the developed system. The results of the experimental research, including a pedagogical experiment aimed at evaluating the influence of the virtual laboratory on the students’ success rate, as well as an analysis of the statistical data on their activity, are discussed in detail. In addition, a survey was conducted to assess the satisfaction of students with the use of the laboratory.

This paper presents the design and development of interactive software models for teaching coding theory, aiming to enhance students’ comprehension through an intuitive and hands-on approach. A general methodology for designing interactive educational software is proposed and has been successfully applied in developing four software models for learning various coding techniques. These software models are suitable for both online and face-to-face classroom environments. As a case study, the paper details the implementation of an interactive software model for solving Hamming code–general approach problems, outlining its design, development, implementation, and evaluation. A pedagogical experiment was conducted to evaluate student performance using the ANCOVA statistical method. Additionally, an analysis of the completed tasks was performed to assess student progress using the interactive software tool. A survey was also administered to gather students’ feedback on their experience with the model. The findings suggest that the proposed methodology has strong potential to enhance student engagement and performance in coding theory education, making it applicable to various teaching settings and other coding techniques beyond Hamming codes, and it can be adapted for use in other scientific disciplines and teaching contexts.

The present study examines the application of interactive software models for training on the topic of “Cyclic Codes” in order to increase the success rate and engagement of students in technical disciplines. Two models have been developed—based on the polynomial method and the LFSR approach—through an established methodology adapted to the specifics of the content. A pedagogical experiment with a control and experimental group was conducted, and ANCOVA analysis was applied to eliminate the influence of initial grades. The results show a statistically significant advantage of the experimental group in terms of final grades, which confirms the positive effect of using interactive models. The analysis of engagement and solved tasks reveals that the polynomial model is used more widely and contributes to the systematic application of algorithmic steps, while the LFSR model has an illustrative nature and supports intuitive understanding through visualization of processes. The feedback received from students shows high satisfaction and points to improvements in the interface and functionality. In conclusion, interactive models prove their effectiveness as complementary tools for learning complex technical concepts, and prospects for future development through the integration of artificial intelligence and enhanced gamification are also discussed.