The article is devoted to the issue of the construction of an intelligent tutoring system which was created by our university for implementing distance learning and combined forms of studies. Significantly higher demand for such tools occurred during the COVID-19 pandemic when distance learning was used by students in their full-time studies. Current Learning Management Systems (LMS) do not address students’ individuality regarding their various levels of input knowledge and skills or their different learning styles, which, in our case, are based on sensory preferences. Therefore, this article proposes a model of an intelligent tutoring system to control learning by accentuating the individual needs of a student. The foundation stones of this system are an expert system and adaptation mechanisms. The expert system acts as a tool for the identification of students’ needs from the point of view of input knowledge and sensory preferences. Sensory preferences influence the student’s learning style. The implemented adaptation mechanisms control the progress of the student through a study unit. The model was implemented in the LMS Moodle environment. Regarding the focus of the research content, our model is oriented on the study of the English language, where each student receives a unique study plan, which is continuously adapted based on achieved results. We consider the focus on the individuality of the student to be an innovative approach that can be achieved automatically on a mass scale.

The basic topic of this article is the undergraduate preparation of future teachers in the Czech Republic, specifically the issue of the pedagogical practices of future teachers. We focused mainly on reflective activities within this preparation. The first part of the article deals with the mapping of this area in the educational systems of other countries or other regions of the Czech Republic. The second part is devoted to a description of the current state of reflection among science teacher education students. It also proposes an innovation of the system of reflection implementation using modern IT tools in the context of full-time and distance education. The third part presents the outputs of the e-questionnaire prepared for both face-to-face and distance learning.

This article focuses on developing an expert system applicable to the area of neurocognitive rehabilitation. The benefit of this interdisciplinary research is to propose an expert system that has been adapted based on real patients’ results from the Addenbrooke’s cognitive examination (ACE-R). One of this research’s main results is a unique proposal to transfer the ACE-R result to the CHC (Cattell–Horn–Carroll) intelligence model. This unique approach enables transforming the CHC model domains according to the modified ACE-R factor analysis, which has never been used before. The expert system inference results allow the automated optimized design of a neurorehabilitation plan to train patients’ cognitive functions according to the CHC model. A set of tasks in 6 difficulty levels (Level 1–Level 6) was proposed for each of the nine CHC model domains. For each patient, the ACE-R results helped determine specific CHC domains to be rehabilitated as well as the starting game level for the rehabilitation within each domain. The proposed expert system has been verified on real data of 705 patients and achieved an average error of 5.94% for all CHC model domains. The proposed system is to be included in the outcomes of the research project of the Technology Agency of the Czech Republic as a verified procedure for healthcare providers.

This article focuses on the development of algorithms for a smart neurorehabilitation system, whose core is made up of artificial neural networks. The authors of the article have proposed a completely unique transfer of ACE-R results to the CHC model. This unique approach allows for the saturation of the CHC model domains according to modified ACE-R factor analysis. The outputs of the proposed algorithm thus enable the automatic creation of a personalized and optimized neurorehabilitation plan for individual patients to train their cognitive functions. A set of tasks in 6 levels of difficulty (level 1 to level 6) was designed for each of the nine CHC model domains. For each patient, the results of the ACE-R screening helped deter-mine the specific CHC domains to be rehabilitated, as well as the initial gaming level for rehabilitation in each domain. The proposed artificial neural network algorithm was adapted to real data from 703 patients. Experimental outputs were compared to the outputs of the initially designed fuzzy expert system, which was trained on the same real data, and all outputs from both systems were statistically evaluated against expert conclusions that were available. It is evident from the conducted experimental study that the smart neurorehabilitation system using artificial neural networks achieved significantly better results than the neurorehabilitation system whose core is a fuzzy expert system. Both algorithms are implemented into a comprehensive neurorehabilitation portal (Eddie), which was supported by a research project from the Technology Agency of the Czech Republic.

The aim of this work is to introduce a model focusing on further implementation of a new approach to outcomes in LMS Moodle background. The target of this model is to work up relationships between particular grading and expected education outcomes. In this work I am aiming my attention to a divergent relational structure of expected outcomes references, intermediate results and vagueness’s incorporation of these relationships and values which are going to be worked with. My article also takes into consideration fuzzy expert system matters and procedures.