The Internet of Things (IoT) is becoming a regular part of our lives. The devices can be used in many sectors, such as education and in the learning process. The article describes the possibilities of using commonly available devices such as smart wristbands (watches) and eye tracking technology, i.e., using existing technical solutions and methods that rely on the application of sensors while maintaining non-invasiveness. By comparing the data from these devices, we observed how the students’ attention affects their results. We looked for a correlation between eye tracking, heart rate, and student attention and how it all impacts their learning outcomes. We evaluate the obtained data in order to determine whether there is a degree of dependence between concentration and heart rate of students.

The following case study was carried out on a sample of one experimental and one control group. The participants of the experimental group watched the movie section from the standardized LATEMO-E database via virtual reality (VR) on Oculus Rift S and HTC Vive Pro devices. In the control group, the movie section was displayed on the LCD monitor. The movie section was categorized according to Ekman's and Russell's classification model of evoking an emotional state. The range of valence and arousal was determined in both observed groups. Valence and arousal were measured in each group using a Self-Assessment Manikin (SAM). The control group was captured by a camera and evaluated by Affdex software from Affectiva in order to compare valence values. The control group showed a very high correlation (0.92) between SAM and Affdex results. Having considered the Affdex results as a reference value, it can be concluded that SAM participants evaluated their emotions objectively. The results from both groups show that the movie section is supposed to evoke negative emotion. Negative emotion was perceived more intensely than its counterpart, positive emotion. Using virtual reality to evoke negative emotion (anger) has confirmed that VR triggers a significantly stronger intensity of emotion than LCD.

In education, learning and teaching supported by information and communication technology tools are increasingly coming to the fore. In order to implement digital education, it is essential to develop teachers' digital skills, especially in terms of tool use and content development. During the period of school closures during the pandemic and the transition to online education, the digital preparedness of education participants became increasingly emphasized. Online education has created many difficulties for teachers, students and parents. After overcoming the initial technical problems, the methodological renewal of education became a key issue. Our research examined online education during the COVID-19 period, its positives, negatives, methodological aspects, and the impact of online education on classroom education. The research results can be used, among other things, in teacher training and further teacher training, as they draw attention to the specifics of digital/online education, as well as the necessity and possibilities of developing digital skills.

The influence of accelerated technical and economic progress in the ICT (Informational and Communicational Technologies) supported world of atypical teaching and learning methods, as well as the learning environments, has been rapidly developing recently. At the same time, students' roles and their characteristic way of life can mainly be followed by different controlling and assessing systems. The author has brought ICT-based methodic opportunities and technical supports that are inherited in electronic learning environment into focus in this study, considering the solutions employed for the conveying, practising and controlling of new information and knowledge. In the era of educational systems, which seem to be reformed on a daily basis, besides educational and teaching functions, one should pay increasing attention to the results of students and graduates. The reason is that this determines the opportunities they will have to continue their studies or their chances of establishing themselves in a job. The results obtained are naturally not only issue in the learning environment or teaching methods, but they can firmly be influenced by numerous different factors like learning habits, ways of learning, and attitudes.

In the digital age, the possibilities which Information and Communication Technology (ICT) gives offer numerous advantages to contemporary society. The full exploitation of the latent teaching and learning potential which lies within us all depends solely on the individual's receptivity, attitude and available digital capabilities. This article acquaints the reader with some of the pedagogic challenges, possibilities, and practices in the digital domain which might be of assistance in improving the efficiency and success of both teaching and learning.

In addition to the classical forms of teaching and learning, due to today's changed way of life and society, the atypical forms of learning have an increasing role. These represent those progressive learning forms which are not necessarily tied to educational institutions, not in the traditional sense of lessons, lectures and seminars. In atypical learning the studying individual chooses the academic environment according to his objectives and motivation. [1]. So this is good platform for students wishing to continually renew their knowledge, an attitude that is most characteristic for non-formal and informal learning. The latter two typically carry the essential characteristics of lifelong learning and provide opportunity to have an employment in a workplace, active participation in family life and the same time as the opportunity for learning. The article deals with the practical methods of atypical forms of learning such as e-learning, distance learning, virtual reality, networked based community learning and their modern digital instruments (including cloud-based services). Secondly, this article describes the layers of today's digital citizenship, its life-style forms, attitudes and characteristics. In the second part of a study on the topic of practical knowledge, empirical results will be presented for the reader so one can learn about learning styles and habits, the prevailing methods of learning through a survey done among two age groups. The specific survey revealed, among other things, students' use of communication tools, the use of community services (social networks), as well as their learning habits and time management.