Ondrej Takáč

Algorithm development and its implementation by novice programmers in their first or second year of programming education can be difficult to teach because they often involve two-dimensional data structures, such as matrices. The use of these data structures requires both the ability to use nested iterations and the ability to coordinate row and column indices correctly. While algorithm visualization is commonly suggested as a method for externalizing intermediate program states and enhancing the understanding of algorithms, empirical studies have primarily focused on one-dimensional structures, such as sorting vectors using various algorithms. This study investigates the pedagogical potential of theory-informed, interactive, matrix-based algorithm visualizations implemented with the MatrixVis JavaScript library, a reusable web-based framework that provides step-by-step execution, visual highlighting of matrix operations, and synchronized source code display. The visualizations were demonstrated during introductory programming lectures and evaluated using a structured questionnaire (N = 48). Students evaluated the visualizations positively. The perceived usefulness of animations for understanding algorithms received a mean rating of M = 4.56, while the clarity of the visual presentation (M = 4.58), step-by-step execution (M = 4.54), and synchronized code highlighting (M = 4.69) were rated as particularly supportive. Visualizations of aggregation algorithms were perceived as the clearest (M = 4.58), whereas visualizations of structural transformations were slightly more difficult to follow (M = 4.08). These findings suggest that theoretically grounded, interactive visualizations of algorithms on matrices can provide meaningful pedagogical support in introductory programming education.

Mobile photogrammetry has the potential to become increasingly relevant in contemporary education, offering students accessible tools for exploration, visualization, and autonomous learning. This study investigates the pedagogical potential of four widely used and easily accessible mobile 3D scanning applications: Luma AI, Polycam, KIRI Engine, and the iOS based 3D Scanner App. The primary aim was to examine how these applications can support independent learning and enhance cross-curricular connections through the creation and analysis of 3D models. As part of the research, two objects of different structural and material characteristics, an HDD and a pine cone, were scanned in each application, allowing for a comparative evaluation across both technical and educational dimensions. A multi-criteria analysis was employed to assess the usability of the applications, focusing on the visual quality of the generated 3D models, user-friendliness, rendering times, and underlying technological mechanisms (e.g., AI-based reconstruction versus traditional photogrammetry). The findings indicate differences in both output quality and ease of use, suggesting that certain applications are more suitable for classroom environments and independent student projects than others. Luma AI and Polycam demonstrated strong performance in producing visually detailed models with minimal user effort, while KIRI Engine offered high mesh precision. The 3D Scanner App provided advantages in speed and ease of use, but showed limitations with smaller, complex objects. Overall, the results highlight that mobile photogrammetry applications can significantly enrich learning experiences by enabling students to create and analyze their own 3D representations. The study concludes by recommending specific applications for educational use, emphasizing their potential to foster engagement, autonomy, and interdisciplinary learning.

By the onset of the 21st century, online presence had become prevalent in higher education, with the COVID-19 pandemic further accelerating this trend. However, the success of online education and its assessment by students can differ significantly from region to region and according to the field of study. This can be influenced by students’ habits of using IT devices, but it can also occur the other way around. In this research, experiences related to online education were examined in the fields of Informatics, Agriculture and Pharmacy education at two higher-education institutions in Slovakia and one in Hungary, considering the environmental and social sustainability implications. In the study, in addition to simple statistical methods, a cross-tabulation analysis was carried out using Cramer’s V method. The results have shown that the students of the investigated institutions confidently navigate the online world; they are conscious users of IT tools without being addicted. A total of 74% of students in Mosonmagyaróvár believe they possess sufficient information about the risks associated with computers, mobile phones, and the Internet, whereas only 34% of students in Košice share the same sentiment. The reason for the differences between these characteristics can be attributed to the specialties of the different majors, and not to those arising from regional differences, raising important questions about the ecological sustainability of online education practices. A relatively great consistency can be observed in the assessment of online learning among students from the three institutions, with approximately 85% expressing overall satisfaction with the online learning experience. The easier availability of study materials and savings on travel are mentioned as advantages, contributing to economic sustainability. However, separation from their mates and the lack of practical training may be regarded as a disadvantage for them, as they seem to have a preference for face-to-face training. Overall, it may be concluded that purely online training in the fields of Informatics, Agriculture, and Pharmacy training is not feasible for the time being, necessitating a balanced and sustainable approach for the future.

Використання цифрових інструментів в освітньому процесі стало вже звичною справою. Особливо це стосується уроків інформатики. Наше дослідження спрямоване на оцінювання успішності з комп'ютерної графіки студентів вищих навчальних закладів будь-якої предметної галузі. Комп'ютерна графіка та її вивчення є дуже багатогранними. Краще зрозуміти алгоритми, за якими виконуються графічні коригування, набагато легше, якщо студент не тільки теоретично знайомий з цією галуззю та її процедурами, але й має можливість випробувати їх на практиці. Нашою метою було розробити навчальний інструмент, який би дозволив студентам, що відвідують заняття з графіки, дізнатись про можливості інтерполяції та апроксимації кривих і протестувати їх. У нашому дослідженні ми зосередились на трьох конкретних типах кривих: кривих Ерміта, Безьє та Куна. Для універсального використання студенти можуть моделювати відповідні криві у випадках n-го степеня. При розробці ми зосередились на моделюванні математичних формул, що описують криві, намагаючись створити простий у використанні навчальний інструмент. З цією метою було розроблено комп'ютерне програмне забезпечення. Під час дослідження проводились якісні опитування в експеритментальних групах студентів. Ми також провели інтерв'ю зі студентами, які використовували програмне забезпечення, щоб оцінити його сильні та слабкі сторони. На основі цього зворотного зв'язку ми оптимізували програмне забезпечення та визначили напрямок його майбутнього вдосконалення. Практичне застосування свідчить про те, що навчальне програмне забезпечення позитивно впливає на результати навчання студентів. У цій статті представлено математичні моделі, які описують оброблені криві, а також можливості програми і графічні результати. Крім цього представлено результати тестування студентів та їх відгуки про навчальне програмне забезпечення.

Today we are witnessing a great boom in computer science. We rely on our smart devices and the apps we have installed on our mobile phones. However, we must not forget the hardware side, which is taking a back seat, forming the basis of all the software we use. We are thinking of Boolean algebra and logic circuits. They find their use not only in computer science, but also in automation, control or regulation. In our paper we will describe one possible application not directly from the world of computer science but from agriculture, on the example of which we will try to teach in a form acceptable to students the procedures and reasons for minimizing logic functions and we will point out their importance in practical implementation. Our paper may find its application not only in computer science classes, but also in automation and related courses as an example of solving a real problem for students. Our aim is also to support cross-curricular relationships of professional subjects, in particular computer science - programming, automation - signaling, electronics - electrical circuit design or even sensing of electrical quantities.

Currently, we are registering a great boom in computer technology, which allows us to use ICT techniques and procedures even in those areas in which it was not common. One such area is the creation of partial or complete realistic 3D models of real bodies in biology - in our case, trees or wood. Their great advantage is that they can capture various cases of growth deformations, interesting shapes or atypical formations. Many are temporary and unstable. An example can be a wood rotting fungus. These can then be studied outside the place of their growth and at the same time preserved for future comparisons. This leads to another possibility of their use in the educational process. We must also point out that a real 3D model with preserved dimensional proportions and true colors is a much better solution for studying than a classic photograph. We use photogrammetry to create 3D models. Its great advantage is that the 3D model is created from a series of photos that capture the part of the real object from which we want to create a partial 3D model. A classic touchscreen mobile phone is enough to get these photos. However, many problems and complications are associated with the creation of 3D models. It is not always possible to get quality photos. This can be caused by e.g. height, terrain or other obstacles. To obtain the desired partial 3D model, it is ideal if several conditions are met when obtaining photos, such as overlapping photos, sharpness, color, visible texture, etc. But in real cases it is not always possible to achieve this and therefore in our contribution we focus on the subsequent processing by which we can achieve our goal - even under the aforementioned unfavorable conditions to create a 3D model.

"Contemporary society does not value the cultural heritage of its ancestors", is often heard. But this is not always due to people's reluctance and indifference. There are also objective reasons. Many cultural monuments cannot be maintained because of property rights and other intentions of the owners, sometimes because of lack of funds or because of political reasons - after the change of political regime there is no longer a strong motivation to protect and maintain the cultural monuments of the past regime. These monuments are slowly disappearing and are inevitably being gnawed by the ravages of time. This situation has not been helped by the COVID 19 pandemic, and it is not helped by the current post-pandemic era. The modern age and the modern technologies it has brought with it, even in the area of heritage protection, can be of great help to us. Everyday devices such as mobile phones, tablets and other ICT devices, which can be used to create 3D models without the need for professional equipment, are a good tool for preserving cultural heritage in digital form for an almost indefinite period of time. Therefore, this possibility is becoming accessible to the general public, even to individuals. We are already witnessing a rapid expansion of computer science and it can therefore be assumed (as our own experience has already taught us) that what we cannot currently complete or process perfectly, we may be able to do in the future. It therefore makes sense to address this issue. It is not always necessary to create a perfect model of a large building, but sometimes it is enough to preserve, for example, one wall, a fresco or a part of a real monument. And this is the area we will focus on in our paper.