The DSpace digital repository system captures, stores, indexes, preserves, and distributes digital research material. https://digilib.uhk.cz:443 2026-07-17T08:02:13Z 2026-07-17T08:02:13Z Pakniyat, Najmeh Ramakrishnan, Balamurali Pavllavi, V. Krejcar, Ondřej Frischer, Robert Namazi, Hamidreza http://hdl.handle.net/20.500.12603/2660 2026-07-16T09:22:31Z 2023-01-01T00:00:00Z

INVESTIGATING THE VARIATIONS IN THE BRAIN ACTIVITY BETWEEN HEALTHY SUBJECTS AND MILD COGNITIVE IMPAIRMENT (MCI) PATIENTS Pakniyat, Najmeh; Ramakrishnan, Balamurali; Pavllavi, V.; Krejcar, Ondřej; Frischer, Robert; Namazi, Hamidreza Analysis of brain activity for patients with brain disorders is an important research area. Mild cognitive impairment (MCI) is a condition in which patients have more memory or thinking problems compared to healthy people of the same age. In this work, we studied the alterations in brain activity among control subjects and patients with MCI. Three complexity techniques, namely sample entropy, pproximate entropy, and fractal dimension, were employed to study electroencephalogram (EEG) signals recorded from 102 control (healthy) subjects, and seven subjects with MCI in a comfortable position, on a bed, with their eyes closed. The results showed that the EEG signals of patients with MCI show greater complexity than the EEG signals of healthy subjects. This analysis method can be applied to compare brain activity among healthy subjects and patients with other brain diseases.

2023-01-01T00:00:00Z Helvich, Jakub Novák, Lukáš Mikoška, Petr Hubálovský, Štěpán http://hdl.handle.net/20.500.12603/2659 2026-07-16T09:22:25Z 2023-01-01T00:00:00Z

A Systematic Review of Gamification and Its Assessment in EFL Teaching Helvich, Jakub; Novák, Lukáš; Mikoška, Petr; Hubálovský, Štěpán The aim of this study is to examine the satisfaction of EFL teachers with gamification platforms as well as to investigate how EFL teachers perceive gamification and its effects on pupils' motivation and learning outcomes. Five major databases (ERIC, Scopus, WoS, EBSCO, ProQuest) and Google Scholar were used to search for relevant studies. The study followed the PRISMA guidelines and the PICO framework. Inter-rater reliability analyses were performed for both study selection and study quality assessment. Eleven relevant quantitative or mixed studies were identified. The findings indicate that EFL teachers perceived a positive effect of gamification on pupils' motivation and are satisfied with the applicability of gamification platforms. The findings revealed that internet and technology issues and a lack of teachers' skills are the most prominent negative factors when implementing gamification. Further experimental research is needed to provide evidence of the EFL teacher-perceived effectiveness of gamification on learning outcomes.

2023-01-01T00:00:00Z Dehghani, Mohammad Trojovský, Pavel Malik, Om Parkash http://hdl.handle.net/20.500.12603/2658 2026-07-16T09:22:16Z 2023-01-01T00:00:00Z

Green Anaconda Optimization: A New Bio-Inspired Metaheuristic Algorithm for Solving Optimization Problems Dehghani, Mohammad; Trojovský, Pavel; Malik, Om Parkash A new metaheuristic algorithm called green anaconda optimization (GAO) which imitates the natural behavior of green anacondas has been designed. The fundamental inspiration for GAO is the mechanism of recognizing the position of the female species by the male species during the mating season and the hunting strategy of green anacondas. GAO’s mathematical modeling is presented based on the simulation of these two strategies of green anacondas in two phases of exploration and exploitation. The effectiveness of the proposed GAO approach in solving optimization problems is evaluated on twenty-nine objective functions from the CEC 2017 test suite and the CEC 2019 test suite. The efficiency of GAO in providing solutions for optimization problems is compared with the performance of twelve well-known metaheuristic algorithms. The simulation results show that the proposed GAO approach has a high capability in exploration, exploitation, and creating a balance between them and performs better compared to competitor algorithms. In addition, the implementation of GAO on twenty-one optimization problems from the CEC 2011 test suite indicates the effective capability of the proposed approach in handling real-world applications.

2023-01-01T00:00:00Z Han, Feifei Vaculíková, Jitka Juklová, Kateřina http://hdl.handle.net/20.500.12603/2657 2026-07-16T09:22:08Z 2022-01-01T00:00:00Z

The relations between Czech undergraduates' motivation and emotion in self-regulated learning, learning engagement, and academic success in blended course designs: Consistency between theory-driven and data-driven approaches Han, Feifei; Vaculíková, Jitka; Juklová, Kateřina Combining theory-driven and data-driven approaches, this study used both self-reported and observational measures to examine: (1) the joint contributions of students’ self-reported undergraduates’ motivation and emotion in their self-regulated learning, their observed online learning interactions, and their academic success in blended course designs; and (2) the extent to which the self-reported and observational measures were consistent with each other. The participants in the study were 54 social sciences undergraduates in the Czech Republic. The participants’ self-reported self-efficacy, intrinsic goals, and anxiety were assessed using a Czech version of three scales from the Motivated Strategies for Learning Questionnaire. Their online engagement was represented by students’ observed frequency of interactions with the six online learning activities recorded in the learning management system. The results of a hierarchical regression analysis showed that the self-reported and observational measures together could explain 71% of variance in academic success, significantly improving explanatory power over using self-reported measures alone. Departing from the theory-driven approach, students were clustered as better and poorer self-regulated learners by their self-reports, and one-way ANOVAs showed that better self-regulated learners had significantly more frequent online interactions with four out of six online learning activities and better final exam results. Departing from the data-driven approach, students were clustered as higher and lower online-engaged learners by the observed frequency of their interaction with online learning activities. One-way ANOVAs showed that higher online-engaged learners also reported having higher self-efficacy and lower anxiety. Furthermore, the strong association between the students’ profiles in both self-reported measures and observational measures in cross-tabulation analyses showed that the majority of better self-regulated learners by self-reporting also had higher online engagement by observation, whereas the majority of poorer self-regulated learners by self-reporting were lower online-engaged learners, demonstrating consistency between theory-driven and data-driven approaches.

2022-01-01T00:00:00Z