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G. Elsayed Ali Elsamanoudy 

Interactive learning environments are increasingly being used in both teaching and learning. Furthermore, it is likely to play an essential role in the near future. Tools that encourage and enhance discovery, creativity, thinking, and expression are urgently needed. The paper's main point focuses on designing and creating educational exhibition tools to support young learners' complex domains.

We argue that interactive learning environments are essential to be designed well since children learn from real life, and it helps them prepare to solve real complex problems in the future.

Exhibitions and educational centers' designers have difficulty creating interesting methods that bring children into learning and facilitate current and complex information to understand and adopt in their lives as they grow up.

The research aims to make learning an active process of discovery and participation that depends on self-motivation instead of traditional knowledge acquisition of facts and rules. Presenting the interactive environments in public areas such as shopping centers, gathering places, and public and private parks by creating scenes and designing engaging presentations will give information in an exciting manner that fits the urge of curiosity in young learners.

The research problem revolves around the designer's educational exhibition's ability to transform science into interesting exhibits explaining and facilitating understanding of the subject to the child. The designed exhibition should be attractive and interactive to help the child acquire skills and develop their cognitive skills.

With the development of technology and virtual social networking sites, only the child missed the ability to communicate accurately and to discover surfaces and materials in their accurate dimensions due to coexisting with virtual reality. Despite the importance of virtual reality in presenting the different sciences, it is exciting and required.

Still, the natural feeling of materials and close interaction with them substantially affects completing perception and the child's skill acquisition.

The research methodology follows the analytical and descriptive approach to create an inventory of the sciences and educational curricula for children's first educational stage. Then, compare them to draw strong points in that experience, to reach and discover the latest presentation methods. The interactive collection of models and case studies for educational presentations for children is essential to create innovative scenes and innovative designs.

The research results reach standard design criteria for interactive educational exhibitions to be compatible with different sciences appropriate for children's age group in a flexible, attractive, and straightforward design solutions for the child, suitable for other spaces in public places, temporary exhibition in areas of gatherings and festivities, public parks and commercial markets.

From this perspective, learning can be viewed as a dynamic process in which the learner actively "builds" new knowledge while participating or integrating it into an educational activity.

In conclusion, designers committed to designing and implementing constructive environments need an appropriate set of design tools and methods consistent with those environments' basic assumptions to analyze learning outcomes and design constructive learning settings through innovative ideas.