# Design and Research of a Virtual Laboratory for Coding Theory
## 4 Discussion  
The created models facilitate the process of learning and consolidating students' knowledge, thanks to their interactivity and timely feedback from checking the step-by-step solution of tasks. The teachers involved in the design, implementation, and testing of the virtual laboratory in the educational process with students actively contributed their opinions and recommendations for improving the user interface and enhancing functionality, as well as addressing identified bugs in the software:  
Figure 14: Average results of the survey on student satisfaction with the use of interactive models. * One of the main advantages recognized by the teachers is the software's ability to automatically assign personalized tasks to each student. This feature significantly reduces the time required for teachers to prepare materials for exercises, tests, and course assignments. * A ranking system for the best active students was designed on the recommendation of the teachers, and this has led to a significant increase in the number of solved tasks completed by students. The ranking system has motivated students to solve more tasks, striving to minimize mistakes and improving their ranking. * Another requirement of the teaching staff was the automated identification of student mistakes and inserting the data for them in the database. This functionality has reduced the time teachers previously spent manually reviewing assignments before the virtual laboratory's implementation. The review and grading process has been accelerated, facilitating the evaluation of a larger number of students in a shorter period. * Another important aspect, recommended by the teachers, is that the virtual laboratory ensures a transparent assessment process by automatically verifying results. This eliminates potential subjectivity in grading and guarantees that student evaluations are based on their actual achievements. * Furthermore, teachers report that the virtual laboratory is valuable for solving more complex tasks (with higher bit-rate information), which were difficult to achieve using traditional written methods. A pedagogical experiment was conducted to determine the influence of interactive software models on student success. As a result of the research, it was found that the students who used the interactive software models to solve the tasks achieved better results compared to the students who worked in the traditional way (in written form). The large number of solved tasks in the virtual laboratory allows us to conclude that maintaining different rankings of activity and achievements has a positive effect on students' commitment to the learning process, stimulating them to solve more tasks as precisely as possible, striving to achieve better results in the ranking. As a result of the survey conducted on student satisfaction with the interactive models included in the virtual laboratory, it was found that students give an overall positive assessment of the interface, orientation, speed of action, the guides provided, the descriptions of the algorithms, and the points awarded for a solved task and for encouragement and consider that working with the models helps to consolidate their knowledge, which is evidence of the usefulness of the virtual laboratory in learning coding theory. It is necessary to investigate how the virtual laboratory can be integrated in different educational contexts and what its possibilities for mass application (scalability) are. In other words, it would be useful to consider how the virtual laboratory can be adapted and used in different educational settings (e.g., in different subjects, classes, universities, etc.) and to assess whether it can be expanded to serve a larger number of users or institutions. The following points can be formulated:  
1. Integration in different educational contexts: How the virtual laboratory can be used in different learning situations and environments (for example, in different educational systems or disciplines). 2.