Abstract
The article presents a new pedagogical model of MicroVibe Learning, based on the integration of the principles of micro-learning and the concept of vibe coding in the teaching of programming. The model aims to create a balanced educational environment that combines cognitive effectiveness and emotional engagement. The theoretical basis of the study was the theory of cognitive load, the theory of flow and the theory of self-determination, which made it possible to combine the cognitive and affective aspects of learning into a single system. An important element of the model is generative artificial intelligence, used as a means of personalized support, providing students with brief explanations, comments and motivating responses in the process of performing micromodules. To test the effectiveness of the model, a pedagogical experiment was conducted with the participation of first-year students (N=62). The experimental group was trained using the MicroVibe Learning model, while the control group was trained in a traditional lecture-practical format. The data analysis included testing, activity monitoring, questionnaires, and interviews. The results showed a statistically significant improvement in academic performance, a decrease in anxiety levels, and an increase in the internal motivation of students in the experimental group. In addition, there was an increase in social engagement and an increase in the proportion of reflexive messages when interacting with AI. The results obtained confirm the effectiveness of the synergy of micro-learning and vibe coding and demonstrate the potential of implementing the MicroVibe Learning model in other areas of digital education.