• Research Publications

    Modern Web Design and Blog Design: Virtual Reality and Augmented Reality

    November 12, 2025

    This multidisciplinary study explores the intersection of web design, art, and neuroscience — highlighting how virtual and augmented reality technologies reshape digital aesthetics, perception, and creative education. Conducted by scholars from leading Ukrainian universities of design and art, the paper analyzes how modern web and blog design contribute to visual culture, artistic self-expression, and human interaction within the digital environment.

    Authors:
    Rada Mykhailova – Doctor of Art Criticism, Full Professor, Interior Design and Furniture Design Department, Kyiv National University of Technologies and Design, Ukraine
    Oksana Abramova – Candidate of Pedagogical Sciences, Associate Professor, Department of Technology and Professional Education, Volodymyr Vynnychenko Central Ukrainian State University, Ukraine
    Nataliia Kravchenko – PhD in Fine Arts, Associate Professor, Head of the Department of Graphic Design, National University of Technologies and Design, Ukraine
    Inna Petrova – Doctor of Historical Sciences, Associate Professor, Professor at the Department of Graphic Design, Mykhailo Boichuk Kyiv State Academy of Decorative Applied Arts and Design, Ukraine
    Ivan Nebesnyk – Candidate of Science in Art Criticism, Associate Professor, Head of the Department of Design, Faculty of Decorative Arts and Design, Transcarpathian Academy of Arts, Ukraine
    Maryna Sofilkanych – Doctor of Philosophy, Associate Professor, Dean of the Faculty of Decorative Arts and Design, Transcarpathian Academy of Arts, Ukraine

    Introduction

    The rapid evolution of information and communication technologies (ICTs) has transformed both the visual and perceptual dimensions of human experience.
    Web design — once a primarily functional craft — has become a form of digital art that models space, mediates identity, and projects virtual worlds.

    The article “Modern Web Design and Blog Design: Virtual Reality and Augmented Reality” reflects on how aesthetic principles, neuropsychological mechanisms, and immersive technologies interact in shaping the modern digital environment.

    The Role of Web Design in Contemporary Culture

    Web design and blog design are viewed as aesthetic, communicative, and cognitive phenomena.
    They represent:

    • A creative interface between human consciousness and digital technology;
    • A means of constructing virtual spaces of interaction and identity;
    • A reflection of broader cultural transformations brought by the digital era.

    The authors argue that web design is not only about visual composition and usability — it is also about the emotional and neuropsychological engagement of the viewer. The design process influences how users perceive, navigate, and internalize digital content.

    Educational Relevance and Art Pedagogy

    The study emphasizes the importance of teaching web design fundamentals in art and design education.
    Students must develop both technical skills and aesthetic sensitivity, learning to integrate artistic principles with modern ICT tools.

    Key stages in web design education include:

    1. Understanding the structure and logic of digital interfaces;
    2. Applying visual composition and color theory to screen-based media;
    3. Exploring user experience (UX) and interaction design;
    4. Engaging with virtual and augmented reality to expand creative expression.

    In this way, web and blog design become part of the broader process of forming digital literacy and aesthetic culture among future professionals.

    Virtual and Augmented Reality: Neuropsychological Perspectives

    The article investigates how virtual reality (VR) and augmented reality (AR) affect human cognition and perception.
    By stimulating multiple sensory systems, VR and AR engage spatial awareness, memory, and visual imagination, leading to new ways of experiencing and interpreting digital environments.

    From a neuropsychological standpoint, perception of virtual environments involves:

    • The activation of visual and motor cortices, simulating real-world interactions;
    • The creation of embodied experiences, where users feel “present” within digital space;
    • The modulation of emotional responses through immersive aesthetics and interactive design.

    The authors conclude that web design incorporating VR and AR elements extends the boundaries of traditional aesthetics and redefines the relationship between the user and the virtual world.

    Artistic and Cultural Dimensions

    In the context of art and design, web aesthetics contribute to the formation of a new worldview, where:

    • The digital environment becomes an artistic medium;
    • The designer assumes the role of both artist and cognitive architect;
    • The user participates in co-creation, blurring the line between creator and observer.

    As the Internet becomes a global stage for creativity, web design and blogging serve as tools for self-expression, identity construction, and social commentary.
    These platforms merge artistic sensibility with technological innovation, reflecting the dynamic interplay between humanity, information, and imagination.

    Conclusions

    The study concludes that modern web and blog design, especially through the integration of VR and AR technologies, represent a new synthesis of art, science, and technology.
    They model virtual spaces that expand human perception, stimulate creativity, and reshape aesthetic experience.

    The neuropsychological mechanisms of digital perception highlight the active role of the brain in interpreting and emotionally engaging with virtual content.
    Thus, web design is both a technological discipline and an artistic endeavor, vital for understanding the evolving culture of the information age.

    Read the full article here: https://doi.org/10.18662/brain/14.3/481.

  • Research Publications

    Results of Verification of the Methods of Speech Activity Formation in Children with Autistic Disorders

    November 10, 2025

    This post presents a multidisciplinary study focused on developing and verifying corrective-developmental methods for forming speech activity in preschool children with autistic spectrum disorders (ASD). Conducted by researchers from leading Ukrainian universities and institutes of pedagogy, the study integrates psychological, linguistic, and neurodevelopmental principles to improve communication and language outcomes in early intervention settings.

    Authors:
    Nataliia Bazyma – National Pedagogical Dragomanov University, Ukraine (UA)
    Dmytro Usyk – Sumy State Pedagogical University named after A.S. Makarenko, Ukraine (UA)
    Iryna Omelchenko – Mykola Yarmachenko Institute of Special Pedagogy and Psychology, National Academy of Educational Sciences of Ukraine (UA)
    Vadym Kobylchenko – Mykola Yarmachenko Institute of Special Pedagogy and Psychology, National Academy of Educational Sciences of Ukraine (UA)
    Nataliia Babych – Borys Grinchenko Kyiv University, Ukraine (UA)
    Svitlana Tsymbal-Slatvinska – Pavlo Tychyna Uman State Pedagogical University, Ukraine (UA)

    Introduction

    Speech activity—the ability to use language for communication, expression, and understanding—is one of the most complex human functions. In children with autistic spectrum disorders (ASD), speech and communication development is often delayed or qualitatively different due to neurological, sensory, and social interaction challenges.

    This study, “Results of Verification of the Methods of Speech Activity Formation in Children with Autistic Disorders,” focuses on designing, implementing, and verifying a structured corrective-developmental program aimed at forming active speech in preschoolers with ASD.

    Research Purpose

    The objective was to create and test an evidence-based, multi-stage system that supports the formation of speech activity — including motivation, initiative, content richness, and communicative intent — in preschool-aged children diagnosed with autistic disorders.

    Methodological Framework

    The researchers designed a corrective-developmental methodology grounded in:

    • Developmental psychology and neuropsychology principles;
    • Laws of speech function formation in ontogenesis;
    • Pedagogical and speech therapy practices tailored to children with ASD;
    • Individualized approaches respecting each child’s current level of speech development and cognitive capacity.

    The methodology was structured around three core stages:

    1. Research-Diagnostic Stage – Assessment of each child’s speech level, communication patterns, and social engagement.
    2. Correction-Activity Stage – Implementation of targeted speech formation activities designed to stimulate verbal initiative and dialogue participation.
    3. Function-Speech Stage – Integration of learned skills into natural communication contexts, supporting speech generalization and functional use.

    Each stage built upon the previous one, ensuring continuity and progressive mastery of communicative competence.

    Core Components of Speech Activity Formation

    The authors identified four key components critical to developing speech activity in children with ASD:

    1. Initiative – The ability to begin communication or express thoughts spontaneously (monologic speech).
    2. Motivation – The desire and willingness to engage in dialogue and social exchange.
    3. Content-Richness – The ability to produce meaningful, semantically coherent speech using accessible language units (words, phrases, sentences).
    4. Vocal and Sound Skills – Use of sound imitations, vocalizations, and sound complexes as foundational pre-speech elements.

    Experimental Verification and Results

    The experiment involved systematic implementation of the new methods in a group of preschoolers with ASD. Quantitative and qualitative assessments were used to evaluate progress in monologic and dialogic speech.

    Key findings include:

    • Significant improvements in speech initiative — more children began to communicate spontaneously.
    • Increased dialogue motivation, with children demonstrating willingness to engage in structured and spontaneous conversations.
    • Enhanced language content, with richer and more coherent verbal expressions observed across sessions.
    • Observable integration of vocal and linguistic elements into functional communication behaviors.

    Overall, the data confirmed that the corrective-developmental methodology effectively enhances the formation of speech activity as a coherent and sustainable process.

    Discussion

    The results validate the interconnected structure of the proposed model — showing that the stages of speech development (diagnosis, correction, functionality) form a continuous, interdependent pedagogical process.

    By addressing not only language structure but also emotional, motivational, and sensory aspects, the methodology aligns with the neuropsychological mechanisms of speech formation.

    Moreover, the study emphasizes the importance of individualized and play-based approaches in speech therapy for autistic children, ensuring engagement and comfort during communication training.

    Conclusion

    The verification results demonstrate that the newly developed methods for speech activity formation in children with autistic disorders are effective and scientifically grounded.

    Through structured intervention and adherence to neurodevelopmental principles, educators and therapists can foster meaningful improvements in speech initiation, motivation, and linguistic competence among preschoolers with ASD.

    The research contributes valuable insights to special pedagogy, speech therapy, and autism intervention, offering a replicable framework for both practitioners and educational institutions.

    See full paper here: https://doi.org/10.18662/brain/13.1/270.

  • Research Publications

    Methodological Foundations of Psychological and Pedagogical Counseling

    May 7, 2025

    This post explores the theoretical and methodological principles behind psychological and pedagogical counseling in contemporary education. It focuses on how counseling integrates insights from neuropsychology, neuropedagogy, and inclusive education to support adaptive behavior, personal development, and professional competence among learners and educators.

    Authors:
    Yurii Kashpur – National Pedagogical Dragomanov University, Ukraine (UA)
    Liudmyla Lupiiko – National Pedagogical Dragomanov University, Ukraine (UA)
    Oleksii Liashenko – National Pedagogical Dragomanov University, Ukraine (UA)
    Vira Kuzmenko – National Pedagogical Dragomanov University, Ukraine (UA)
    Nataliia Huzii – National Pedagogical Dragomanov University, Ukraine (UA)
    Olena Tadeush – Boris Grinchenko Kyiv University, Ukraine (UA)

    Understanding Psychological and Pedagogical Counseling

    Psychological and pedagogical counseling represents a specialized field that bridges psychology and education, aiming to provide emotional, cognitive, and behavioral support to learners, educators, and families. It serves as a consultative process that helps individuals adapt to the challenges of the educational environment while promoting mental health, social integration, and personal growth.

    This article examines the methodological and theoretical underpinnings of counseling practices, emphasizing their interdisciplinary nature — particularly the connection to neuropsychology, neuropedagogy, and neurophysiology.

    Key Theoretical and Methodological Principles

    The authors propose that effective counseling must be grounded in both scientific theory and practical methodology, which together define how psychological assistance is provided in educational settings. The paper identifies several crucial foundations:

    • Theoretical and methodological principles — establishing the conceptual base for counseling as a structured process of professional interaction.
    • Psychological mechanisms — explaining how individuals process emotional and cognitive experiences during counseling sessions.
    • Ethical standards — ensuring that the counselor demonstrates empathy, confidentiality, and professional integrity.

    These elements shape the competence and effectiveness of counselors working in educational institutions.

    Psychological Approaches Applied in Counseling

    The research identifies three dominant approaches in current psychological and pedagogical counseling:

    1. Person-centered approach – focusing on empathy, unconditional positive regard, and the individual’s capacity for self-actualization (inspired by Carl Rogers).
    2. Problem-oriented approach – addressing specific challenges or difficulties the client faces, aiming to build coping strategies and adaptive skills.
    3. Professional-competence approach – emphasizing the counselor’s expertise, continuous self-development, and adherence to evidence-based practices.

    These approaches are often integrated to meet the diverse psychological and educational needs of today’s learners, particularly in inclusive education environments.

    Counseling in Inclusive and Neurodiverse Education

    The article underscores the importance of psychological and pedagogical counseling in inclusive education, where students with diverse learning and developmental needs are supported through tailored psychological assistance. The integration of neuropedagogical and neuropsychological knowledge helps educators better understand how brain functions relate to learning behaviors, enabling more effective strategies for children with special educational needs.

    Counseling in such contexts is not merely corrective — it becomes a transformative process, fostering adaptation, resilience, and emotional intelligence.

    Conclusion

    The study establishes that modern psychological and pedagogical counseling must rely on a person-centered, scientifically grounded, and ethically responsible methodology. By combining theoretical frameworks with applied psychological mechanisms and neurocognitive insights, counselors can better guide individuals toward achieving adaptive, balanced, and fulfilling participation in the educational process.

    Read the full article here: https://brain.edusoft.ro/index.php/brain/article/view/1354.