Data pre-processing presents the most time consuming phase in the whole process of knowledge discovery. The complexity of data pre-processing depends on the data sources used. The aim of this work is to determine to what extent it is necessary to carry out the time consuming data pre-processing in the process of discovering sequential patterns in e-documents. We used the transaction/sequence model for text representation and sequence rule analysis as a method of modelling. We compare four datasets of different quality obtained from texts and pre-processed in different ways: data with identified the paragraph sequences, data with identified the sentence sequences, data with identified the paragraph sequences without stop words and data with identified the sentence sequences without stop words. We try to assess the impact of these advanced techniques of data pre-processing on the quantity and quality of the extracted rules. The results confirm some initial assumptions, but they also show that the stop words removal has a substantial impact on the quantity and quality of extracted rules in case of paragraph sequence identification. Contrary, in case of sentence sequence identification, removing the stop words has not any significant impact on the quantity and quality of extracted rules

The study focuses on the identification of relationships and/or rules between computational thinking (CT) concepts among the undergraduate students of Applied Informatics due to their attitudes towards mathematics. We analyze three CT concepts - decomposition, pattern recognition, and algorithmic thinking. We assume that students who have a closer relationship with mathematics, a positive attitude towards mathematics, have better developed CT. We conducted the experiment during the 2022/2023 academic year on the Information Coding and Displaying subject. The results indicate that those students who have no relationship to mathematics, negative attitude towards mathematics, have no problem with decomposition and pattern recognition, but without significant algorithmic thinking. On the other hand, students who have a close relationship with mathematics are also able to decompose or recognize patterns, but moreover they have shown algorithmic thinking. The contribution of the study comprises the identification of relationships and/or patterns of computational thinking concepts among students who have a relationship to mathematics, who cannot assess their relationship to mathematics, as well as among students who have no relationship to mathematics. Our results indicate a different occurrence of computational thinking concepts as well as links and/or relationships between them.

The article is devote to describe the structure of selected courses and the author's work in the project named Center for innovative education (ESF 2010-2012), which is supported by European Social Fond (ESF). The project is implemented at the Faculty of Natural Sciences (FPV), Constantine the Philosopher University (UKF) in Nitra. The first and the main objective of this project is to upgrade the education at the FPV UKF in Nitra, adaptation to the needs of academia by improving quality and human resources skills development. The second is the strategic objective of the project that is related to the global objective of operational program through their specific objectives and activities that specifically contribute to increase the quality of the key responsibilities of project participants. The authors of this article participate on by solving and have a several positions in this project. One of the author's tasks is to develop educational materials and their subsequent implementation into the LMS Moodle system. To the attractiveness of materials contributes not only the support of multimedia such as videos, support programs, applications that students can run during a study, but also the LMS Moodle that supports course personalization for student. We expect that such adapted materials should have a direct impact on students' knowledge, thanks to which thus acquired knowledge should be longer-lasting. This step should cause an increase of student proficiency.

In this paper, the authors focus on the using of web applications in informatics education. Applications are part of a new model of learning in Discrete Mathematics course in the study program in Applied Informatics. The knowledge that students acquire in the subject are key. Learning and acquiring new knowledge is one of the priority skills for personal development of every person and thereby directly affecting the other direction. In teaching, we should lay stress on that students not only memorized knowledge but understand them and then they would easily be able to use in practice.

Between 2010-2012 the authors of Article actively involved in Innovative education center project (ESF 2010-2012), which the main objective was to upgrade the teaching of the Faculty of Natural Sciences, adaptation to the needs of academic quality improvement and human resource skills development. The project was implemented at the Faculty of Natural Sciences (FPV), Constantine the Philosopher University (UKF) in Nitra and financially supported by the European Social Fund (ESF). Under the project was created considerable amount of study materials that have been implemented in dozens of e-learning courses completed in the LMS system to support education and also for the needs of distance learning. Each of the Co-project was tasked to develop materials for courses that teach. Created courses are deployed for the second year in teaching and so we had a possibility of undertaking an experiment, we tested students' knowledge. Descriptions of individual courses and also characteristics and results of the experiment are described in the following chapters contribution.