Physical computing consists of the design and realization of interactive objects, installations and support student's creativity to develop tangible and concrete products of the real world. This paper describes the basics and benefits of integrating physical computing with block-based language MakeCode or Micropython using microcontroller BBC micro:bit. It provides cross-curricular hands-on learning opportunities. We used the microcontroller during the lessons with pupils at a different age. After the first use of the programming with hardware concept, we noticed the rise of the motivation to learn programming even among the `non-informatics' pupils, among the girls and the in-service teacher. The great benefit of “getting physical” is a holistic view of computer science which encourages creativity, promotes learning by doing and engaging the whole mind and body learning. The paper shows a set of tasks how to present the concept of sequence, variable, random number generator and conditions in such way that pupils need to change the sitting activity by playing activity or hands-on activity realized besides. We conclude that using BBC micro:bit is the right decision for those who want the powerful device to learn programming and to understand the principles of how the hardware works at the same time.

The paper describes the architecture, processes and issues related to the current phase of the development and pivotal deployment of the microlearning-based web application for improving programming skills and learning other software engineering topics. This application integrates the advantages of microlearning approach, gamification and learning analytics into the existing learning ecosystem and IT infrastructure of the contemporary educational organisation. The main aim of the paper is to review and analyse different parts of the architecture of a modern educational application, describe their main features and unique roles. The necessity to use open standards for storing educational data and its further analysis using learning analytics methods is emphasised. Subsequently, the current version of the developed micro-learning application for learning programming languages is presented. Finally, the first experience with its pivotal deployment as well as the direction of its future development is described in detail.

Our study is focused on the perceived professional efficacy of informatics in-service teachers with the experience of using micro-controller BBC micro:bit. In Slovakia, teaching using hardware is not typical. In addition, many teachers do not teach programming. BBC micro:bit is designed to be a tool for computer science (CS) teachers that should make a significant contribution to the innovation of CS teaching and enable CS teachers to implement CS lessons. The following research questions were asked. Q1: Is there a difference in the perceived efficacy to use teaching strategies based on experience with the micro:bit? Q2: Is there a relationship between the perceived efficacy of using teaching strategies and experience using the micro:bit? The research sample comprised N = 388 CS teachers employed in Slovak schools from the available selection. The research sample included CS teachers who participated in the project called ENTER. All participants have a grant, weekly online practices, supporting materials, and also consultant for implementation of a new teaching strategy. This study’s findings indicate that the use of a microcontroller such as the micro:bit has a positive impact on self-efficacy for instructional strategies, but not for classroom management.

In the paper we deal with the definition and implementation of interactive video within the educational process. Nowadays, various Learning Management Systems (LMSs) are used as a supporting tool in electronic education. LMS Moodle is one of the well-known systems from the open source category. These, unlike their ancestors, focus on the personalization to the students' needs, i.e. they enable the students to manage the course passing via organization of time spent learning the content and amount of received information within certain time period - one week, for instance. In this case we talk about adaptive systems or the systems with the elements of adaptation. Despite the fact that adaptive systems aim to adapt to the learner's needs to the maximum extent that is possible according to their programmed structure, very often they respond only to the stimulus stated right after the course enrolment. As an example we may use the entrance questionnaire that is used to find out the age, gender, education, favorite color, etc. Such learner's responses serve to modify the study material according to certain defined rules. In our case, psychological test in the form of interactive video that was created by the team consisting of a psychologist, a teacher and students, was used to determine the personality type of a learner. Following investigation showed that the personality type of an individual influences not only his/her behaviour towards others but also individual activities, e.g. the way of filling in the questionnaire focusing on effectiveness of teaching aids. Further research of interactive video usage is planned to deal with the personalization of e-courses according to the personality type, eventually also to the learner's mood.

The article deals with the programming of pupils in primary schools. In the long term, there is a growing lack of interest in computer science lessons and especially in programming. Is it possible to change less popular lessons so that students perceive IT and programming positively and learn easier than ever? Until now, classic hardware programming devices included Arduino or Raspberry Pi, which were often less suitable for students because of the complexity of their programming. With the introduction of the BBC micro: bit, pupils and teachers have opened up new opportunities for teaching and learning. The development environment, which can be controlled using blocks I of the microPython or Java language, is processed in several languages, which provides the students with a major relief from the need to translate text and their focus can be fully focused on programming. In short, we will introduce Arduino, Raspberry Pi and take a closer look at the BBC micro: bit, its features, sensors and capabilities, making it one of the most appropriate means to implement in education. We will focus on the results of research that have been carried out in the field of student programming abroad and in Slovakia and will evaluate the impact of the facility on the effectiveness of computer science teaching.