Proceedings of the International scientific and practical conference ―Science at the Frontier of Progress‖ (January 27-29, 2026) / Publisher website: www.naukainfo.com. – Paris, France, 2026. - 302 p.

15 Drawing on empirical findings related to brain function, sensory perception, and cognitive responses, neuroarchitecture examines how spatial parameters, such as ceiling height, natural lighting, colour palette, acoustics, and surface textures, affect the nervous system, stress levels, attention, and sense of security. Modern research on the impact of the architectural environment on emotional states is conducted through immersion in artificially created virtual reality environments that engage not only auditory but also tactile and olfactory sensations. VR is an effective tool for analysing spatial perception at behavioural and neurophysiological levels. Contemporary architectural practice increasingly integrates these insights in the design of public-service buildings. Hence, principles of cognitive architecture can be applied to enhance students’ academic performance through the thoughtful design of educational spaces. Educational buildings are commonly analysed on two interconnected levels: material and perceptual. The material level addresses physical form and spatial organization, while the perceptual level translates contextual meanings into the building’s configuration, ensuring that the space resonates with human experience. At both levels, physical structures serve as semiotic carriers, encoding emotionally charged information shaped by cultural and psychological factors. These include symbolic and iconic elements, as well as compositional arrangements that support spatial orientation and influence the interpretation of space. Such qualities can affect students’ engagement and cognitive motivation, particularly through the mechanism of interest. Interest is a key driver of motivation and emotional engagement in learning across all age groups. Architectural solutions can foster interest by introducing novelty and structural complexity into learning spaces. This can be achieved by varying the density and interrelationships of visual elements, as complex environments often evoke curiosity and stimulate cognitive exploration. In the learning process, encountering unfamiliar material typically stimulates exploratory motivation. However, when the content is difficult to comprehend,