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This study provides a narrative review of current eye-tracking research on self-regulated learning from multimedia learning materials in higher education. The main aim of the review is to explore how eye tracking is used in self-regulated learning research when learning from multimedia materials in university students. Other specific aims were established: 1) to identify what self-regulated learning processes are explored with eye tracking while learning from multimedia materials, 2) to determine what methods are used to explore self-regulated learning processes with eye tracking, 3) to find what structures and stimuli are used in eye-tracking experiments when studying self-regulated learning processes, and 4) to investigate what eye-tracking metrics are used to study self-regulated learning processes in learning from multimedia materials. To accomplish these aims, we analyzed 11 empirical studies published between 2012 and 2021. The results show that 1) current studies focus on self-regulated learning processes, such as judgments of learning, metacognitive monitoring, meta-comprehension, and learning strategies, 2) studies are quantitative and use experimental designs, specific stimuli, and distinct structures, and 4) studies are mainly focused on the fixations, saccades, and transitions between selected areas of interest in the data analyses. The results of this narrative review can indicate new directions for future research in this field.

In the conducted field experiment, we explore the intensity of university students' interaction related to the seating arrangement (circle or rows) in pre-service teachers' groups during the reflec...

The present study examined the relationships of career adaptability and self-esteem with life satisfaction among emerging adults and the mediating effect of work values on these relationships. Five hundred and twelve emerging adults between the ages of 18 and 25 who graduated from vocational education and training were enrolled. Participants completed a questionnaire assessing study variables during their career transition: 2 months before (T1) and 10 months after graduation (T2). The results confirmed a direct and positive effect of self-esteem (T1) on life satisfaction (T2). However, career adaptability (T1) was not directly related to life satisfaction (T2). Additionally, work values (T2) served as a significant mediator between career adaptability (T1) and life satisfaction (T2). The study showed that mastery work values mediated this relationship. These results suggest that potential interventions should focus on increasing career adaptability and self-esteem and on strengthening intrinsic work values to improve emerging adults’ subjective well-being.

Digital technologies have become an essential part of the education policy in most European countries. ICT implementation into teaching and learning entails considerable potential to encourage or trigger changes in the field of education, particularly in the work of teachers, which leads to thinking about the so-called modern pedagogy. The aim of the study is, therefore, to explore and explain how ICT-related topics are formulated in the education policy of three European countries. Another goal is to describe how Czech, Slovak and Polish teachers use and perceive digital technologies in their work. We use analysis of educational policy documents of selected countries and analysis of three international comparative surveys as well. It is possible to say that in the educational policy of the three countries there is a visible deviation from the traits of traditional pedagogy, with an emphasis on the development of the skills component of learning, in particular on key competences. The teachers themselves are on an imaginary path from traditional to modern pedagogy, in which the possibilities of digital technologies would be used more and more efficiently. It should be teaching, that is more focused on pupils’ active participation, and learning not confined to classroom space.

In the last decades, Information and Communication Technologies (ICT) have become recognized as an important and integral part of life as well as education. At the same time, the implementation and use of ICT in schools is one of the longstanding strategic objectives and priorities in education policy in the Czech Republic. However, up to now, rather little attention has been paid to the research in the use of digital technologies in Czech schools with regard to students’ performance. The purpose of the present study is therefore to investigate various ICT-related factors associated with school performance of students in the Czech Republic. Specifically, this study takes data from the latest Programme for International Student Assessment (PISA 2015) to determine the extent to which availability and use of ICT in school and at home is related to students’ educational achievements. Results of this study can provide substantial implications and suggestions for national ICT policies (especially the Strategy for Digital Education until 2020).

This publication is devoted to the topic of non-traditional students in tertiary education. The key criteria for our definition of this group are age and a break in the formal educational trajectory after high school. From among all the non-traditional students in Czech higher education, we selected those who chose university studies in study programs that qualify them for work in education (e.g., teachers, counsellors, youth workers, teacher assistants, social educators, and adult educators). The book is divided into 11 interconnected chapters presenting theoretical background, methodology and results of mixed design research conducted by the team of authors.

Život v dnešní uspěchané době plné nejrůznějších změn zvyšuje nároky na schopnosti jedince přizpůsobovat se těmto změnám. Významnou roli při zvládání měnících se nároků v pracovní oblasti hraje kariérová adaptabilita. Co to je kariérová adaptabilita? Proč je důležitá a co ovlivňuje? Odpovědi na tyto otázky i řadu dalších přináší monografie s názvem „Kariérová adaptabilita: její podoby, proměny, souvislosti a role v životě mladých dospělých procházejících středním odborným vzděláváním“. Autorský tým v knize, která je první česky psanou publikací na toto téma, představuje konstrukt kariérové adaptability a výsledky ojedinělého výzkumu realizovaného v České republice. V první části čtenář najde analytický přehled různých pojetí kariérové adaptability a příbuzných konceptů. Hlavní část publikace je věnována výsledkům kvantitativně vedeného longitudinálního výzkumu, jehož cílem bylo poznat kariérovou adaptabilitu a její vztahy k řadě vybraných demografických, školních, sociálních a osobnostních proměnných u žáků a později absolventů středního odborného vzdělávání – tedy těch, kteří se nacházejí v klíčové fázi konstruování své kariéry. Mnohá empirická zjištění koncentrovaná právě v této knize jsou přínosná nejen pro rozvoj teorií kariérového poradenství a výzkum kariérové adaptability, ale i pro odborné vzdělávání či praxi kariérového poradenství. Living in today’s rushed time full of various changes increases the demands on the individual’s ability to adapt to these changes. Career adaptability plays an important role in coping with changing demands in the field of work. What is career adaptability? Why is it important, and what does it affect? The answers to these questions and many others are provided in the monograph, entitled “Career adaptability: Its Forms, Changes, Contexts, and Roles in the Lives of Young Adults Undergoing Upper-Secondary Vocational Education,” which is the first publication written on this topic in the Czech language. In the book, a team of authors presents the construct of career adaptability and the results of unique research carried out in the Czech Republic. In the first part, the reader may find an analytical overview of various concepts of career adaptability and related concepts. The central part of the publication is devoted to the results of quantitatively conducted longitudinal research, which aimed to identify career adaptability and its relationships to several demographic, school, relational, and personality variables in the case of students and later graduates of upper-secondary vocational education—those who are in the crucial stages of their career construction. Many empirical findings concentrated in this book are beneficial not only for the career counseling theories and research on career adaptability but also for vocational education or career counseling practitioners.

The goal of this chapter is to present and describe a relatively new research field, known as learning analytics, which focuses on use of a wide spectrum of analytical methods and techniques to analyze data coming from educational contexts. The first part of the chapter focuses on the historical context of analytics in education and introduces several research fields that participated in the creation and formation of learning analytics. At the same time, the development of learning analytics and basic related concepts are described in more detail. In the second part, the authors provide an overview of the main research fields and topics within learning analytics, including an overview of commonly used analytical instruments and systems. The final part of the chapter then focuses on challenges currently faced by the field of learning analytics, as well as on opportunities for further development and research within learning analytics in the upcoming years, which are now under development.

The aim of this paper is to explore students’ behavior and interaction patterns in different types of online quiz-based activities within learning management systems (LMS). Analyzing students’ behavior in online learning activities and detecting specific patterns of interaction in LMS is a topic of great interest for the educational data mining (EDM) and learning analytics (LA) research communities. Previous studies have focused primarily on frequency analysis without addressing the temporal aspects of students’ learning behavior. Therefore, we apply a process-oriented approach, investigating perspectives on using process mining methods in the context of online learning and assessment. To explore a broad range of possible student behavior patterns, we analyze students’ interactions in several online quizzes from different courses and with different settings. Using process mining methods, we identify specific types of interaction sequences that shed new light on students’ quiz-taking strategies in LMS. We believe that these findings bring important implications for researchers studying student behavior in online environments as well as practitioners using online quizzes for learning and assessment. Cílem článku je prozkoumat chování a způsoby interakce studentů v různých typech on-line testových aktivit v rámci systému pro řízení výuky (LMS). Problematika analyzování chování studentů v on-line učebních aktivitách a detekování specifických forem interakcí v rámci LMS je intenzivně řešena v rámci výzkumných oblastí označovaných jako dolování dat ve vzdělávání (educational data mining) a analytika učení (learning analytics). Dosavadní studie se však zaměřovaly především na frekvenční analýzy, aniž by se podrobněji zabývaly časovým aspektem chování studentů v průběhu plnění testových aktivit. Z toho důvodu v tomto článku zaujímáme procesně orientovaný přístup a zaměřujeme se na možnosti využití metod dolování procesních dat (process mining) v kontextu on-line učení a hodnocení studijních výsledků. Za účelem prozkoumání široké škály možných vzorců chování analyzujeme interakci studentů v několika on-line testech, které pocházejí z různých kurzů a jsou používány pro různé účely. S využitím metod dolování procesních dat pak identifikujeme specifické typy interakčních sekvencí, které vrhají nové světlo na strategie studentů při vyplňování testů v LMS. Domníváme se, že tato zjištění mají zásadní význam pro výzkumníky, kteří studují chování studentů v on-line prostředí, jakož i pro vzdělavatele v praxi, kteří využívají on-line testy pro účely učení a hodnocení studentů.

This article aims to identify, measure, and deeply understand the educational trajectories of non-traditional students (students over the age of 26 who are enrolled following a break in their formal educational trajectory) studying for education degrees in the Czech Republic. To fulfill the aims, we adapted previously identified types of educational trajectories that are traveled by non-traditional students to the circumstances of the Czech higher education system. We measured the distribution of three types (deferrers, returners, and recurrent learners) in a sample of 713 non-traditional students. We found that the types were nearly evenly distributed, with a slight prevalence of deferrers. For a deeper understanding of these types, we analyzed 30 narrative interviews. Qualitative data revealed each group’s specific features, including their attitudes toward higher education studies, their academic enculturation, and their academic skills. We suggest that the returner type should be split into two categories for more specific quantitative analysis. On the basis of our research, we offer tailored recommendations for supporting particular groups of non-traditional students.

Knowledge and skills with information and communications technology (ICT) usage are an essential part of modern life. In recent years, the age at which children have their first contact with ICT and first use of ICT has been decreasing. This can significantly affect the development of their digital literacy. This study investigates the relationship between the age at which children start using a computer and the degree of their perceived ICT competence and autonomy at the age of fifteen. It proposes a multiple mediator model within which the investigated relationship is mediated by ICT usage, ICT interest, and the degree to which ICT is a part of students' everyday social interactions. The model is then tested using data from 21 European OECD countries. The test results show that children who start using a computer at a later age (after the age of seven) demonstrate significantly lower ICT competence and ICT autonomy at the age of fifteen. The results of the mediation analysis suggest that the degree of ICT usage in the home environment for school purposes or activities seems less significant to the development of ICT competence and ICT autonomy than other studied ICT-related variables.

Non-traditional students represent an important group of university students, and that is why their motivation to study is an important factor that affects current university education. This study investigates the academic motivation of Czech students who are considered non-traditional because of their age (they are older than 26) and at the same time have experienced a break of at least one year in their formal educational trajectory. The Czech version of the Academic Motivation Scale (AMS) has been used to measure academic motivation. The purpose of this study is to examine the factor structure of the Czech version of the AMS on a sample of 1,885 first-year students at Masaryk University and determine if this tool is functional even on a specific group of non-traditional students and to identify differences in particular types of academic motivation between traditional and non-traditional students. The results of confirmatory factor analysis showed that the Czech version of the AMS is a valid scale with a factor structure corresponding to the original model, and based on measurement invariance analysis we can state that the Czech version of the AMS can be used to compare traditional and non-traditional students. The results of regression analyses suggest that non-traditional students had significantly higher values for all types of intrinsic motivation and lower values for most types of extrinsic motivation. In the case of amotivation, it was again the non-traditional students with significantly lower values, which suggests that the absence of a motivation to study tends to be more common in younger students who are continuously receiving formal education.

Digitalni technologie jsou běžnou soucasti dnesni spolecnosti i života lidi. Významně vstoupily rovněž do vzdělavani. Informacni a komunikacni technologie se proto staly důležitým politickým tematem, a to již v poslednich desetiletich 20. stoleti, když toto tema reflektovala vzdělavaci politika ve svých prioritach a cilech. Autoři se ve sve studii zaměřuji na historii a proměny vzdělavaci politiky v oblasti ICT ve dvou evropských zemich. Tyto země jsou odlisne, jak geograficky, tak ekonomicky i politicky, přesto lze v těchto zemich nalezt v oblasti zacleňovani ICT do vzdělavani několik podobných momentů. Autoři prostřednictvim kvalitativně orientovane srovnavaci studie dvou statů přistupuji k oběma statům jako k připadům, což jim umožňuje poměrně detailni vhled do zkoumane problematiky vcetně jejiho kontextu. Cilem studie je tak prozkoumat a popsat vývoj a proměny ceske a norske vzdělavaci politiky v oblasti informacnich a komunikacnich technologii. Autoři zkoumaji, jake přistupy země volily k formulovani vizi ci priorit ve zkoumane oblasti. Identifikovali rovněž klicove etapy v zacleňovani ICT do vzdělavani. V zavěru studie srovnavaji soucasný stav zacleněni digitalnich technologii do vzdělavani ve ctyřech konkretnich oblastech.

Cilem exploratorně orientovane studie je zmapovat socialni sitě autorů a publikacnich zdrojů v pedagogických vědach v letech 2009–2013. Studie je založena na metodologii analýzy socialni sitě (social network analysis – SNA), ktera zacina ziskavat stale větsi pozornost i v kontextu ceskeho pedagogickeho výzkumu. V ramci studie jsou využita data z hodnoceni výsledků výzkumných organizaci, ktera jsou v CR pravidelně shromažďovana za ucelem narodniho hodnoceni výzkumných instituci. Clanek předklada hlavni z jistěni exploratorni analýzy a dava k dispozici doplňujici interaktivni nastroje pro dalsi průzkum dat.

Stať diskuzniho charakteru se zabýva problematikou uceni mladeže v různých kontextech a prostředich v eře digitalnich technologii. Mladež se s digitalnimi technologiemi běžně setkava jak ve skole, tak zejmena mimo skolu, tradicně se vsak pedagogický výzkum věnuje předevsim skolnimu využiti ICT. Je tedy velkou výzvou pro pedagogiku tyto oblasti propojit s cilem poznat komplexněji život a uceni soucasne mladeže. V uvodni casti se zaměřujeme na soucasný stav pedagogickeho výzkumu, ukazujeme take, že ICT nelze považovat pouze za moderni didaktickou pomůcku. V dalsich castech diskutujeme možna teoreticka východiska tematu. Nasledně se zabývame metodologickými otazkami empirickeho výzkumu, přicemž prezentujeme take přiklady realizovaných výzkumů, ktere jdou za ramec tradicnich výzkumů formalniho uceni s ICT. V zavěru se pak zamýslime nad teoretickými, metodologickými i aplikacnimi otazkami, jež souviseji s takto komplexně pojatým pedagogickým výzkumem mladeže. Jednim z cilů teto stati je motivovat k diskuzi o pedagogicke teorii a výzkumu uceni dnesni mladeže s ICT a podnitit tak teoretickou i výzkumnou cinnost v teto oblasti.