As a consequence of the COVID-19 pandemic and measures to secure public health, many processes have moved to the online space. The educational process is not an exception. Our main goal, which is presented in this article, was to re-design the educational process from face-to-face to distance learning in the Mathematics 1 course at the Technical University of Košice. This article describes our approach to teaching, observations, and experience. This case study examines three factors: Firstly, the impact of distance education on overall assessments of students. Using descriptive statistics, the results of student evaluations were compared from the overall assessments for the last six academic years. It was found that distance learning does not affect excellent students and eliminates the number of students who do not pass. Secondly, the participation of students during online lessons, and thirdly, the use of electronic materials. The questionnaire survey and the data from the learning management system Moodle were used to examine the second and third factors. Descriptive statistics were used to describe the questionnaire survey data (frequencies, percentages and averages). An exploratory factor analysis was performed in order to assess the underlying key concepts regarding student evaluation of the teaching process. The exploratory factor analysis confirmed that this questionnaire followed the four key concepts.

This paper deals with the design and implementation of cross-platform, D2Q9-BGK and D3Q27-MRT, lattice Boltzmann method solver for 2D and 3D flows developed with ArrayFire library for high-performance computing. The solver leverages ArrayFire’s just-in-time compilation engine for compiling high-level code into optimized kernels for both CUDA and OpenCL GPU backends. We also provide C++ and Rust implementations and show that it is possible to produce fast cross-platform lattice Boltzmann method simulations with minimal code, effectively less than 90 lines of code. An illustrative benchmarks (lid-driven cavity and Kármán vortex street) for single and double precision floating-point simulations on 4 different GPUs are provided.

This paper deals with design and implementation of web-based, virtual reality (WebVR) application MathworldVR for teaching higher mathematics concepts that require spatial abilities. It describes the use of methods and approaches of instrumental interaction within VR through direct visual manipulation of input variables of parametrized functions, which shortens the time needed for students to understand the underlying principles of a given mathematical theory. Advantages, disadvantages and limitations of developing VR applications for the web in contrast to native desktop applications are discussed. We outline the utilization of A-Frame framework together with the JavaScript library React for fast VR prototyping. Individual components defining the MathworldVR 3D user interface within virtual environment (VE) are presented and we show how various two handed interaction techniques help in the process of teaching mathematics.

In this paper, we will describe a possible way of learning mathematics at the Technical University of Kosice. The basic idea of our proposal is an implementation of the interactive presentations, 3D visualizations and animations in the functions of several variables. This proposal is realized using Javascript and WebGL and consists of some solved exercises which represent a learning unit. Innovative solutions, which are presented in this paper, contain: links to video tutorials, visualization, help text and animation. This solution offers an innovative look at one of possible way of education.

In this paper we describe a web-based tool for creating and publishing interactive presentations with 2D and 3D visualizations of mathematical objects. It provides ways for enhancing students ability to understand mathematical concepts by means of direct manipulation of functions attributes. Our prototype is realized using Javascript and WebGL and consists of some solved exercises which represent a learning unit. It offers an innovative look at one of possible ways of preparing better teaching material.

In this paper we present two approaches for enhancing digital study materials for engineering education and show how they can be transformed from basic, static documents into interactive, dynamic documents. Nowadays, non-traditional teaching methods such as flipped learning, blended learning, project-based learning are being introduced into engineering lectures and this trend found its way into mathematics courses. These methods place emphasis more on self-study and out-of classroom preparation before the actual exercise in a classroom setting occurs. They involve usage of additional media that complement classic course textbooks or study materials in printed or digital form. We show that the static digital documents itself can be enhanced by dynamic elements. First, we discuss ways of using well-known LATEX typesetting system for creating dynamic, animated algebraic representations and 2D graphs for visualizing mathematical expressions, exporting and publishing them as a PDF document, which can be made available online. Second, we show how JavaScript-based reactive elements interactively link algebraic with graphical representations in HTML documents, making the study material an active reading experience.