Publikace

Časopisy

  • Urban, M., Děchtěrenko, F., Lukavský, J., Hrabalová, V., Svacha, F., Brom, C., & Urban, K. (2024). ChatGPT improves creative problem-solving performance in university students: An experimental study. Computers & Education, 215, 105031. [FINAL VERSION]
  • Brom, C., Hannemann, T., Tetourová, T., Drobná, A., Kopáňková, N., Volná, K., Kačerovská, K., Děchtěrenko, F., Ježek, P. & Stárková, T. (2024). Eight-year-olds’ naïve and acquired knowledge about computer viruses: a mixed methods study. International Journal of Technology and Design Education, 34(3), 903-938. DOI: 10.1007/s10798-023-09847-5. [FINAL VERSION]
  • Kolek, L., Martinková, P., Vařejková, M., Šisler, V., & Brom, C. Is video games‘ effect on attitudes universal? Results from an empirical study comparing video games‘ impact on the attitude change of players with different backgrounds. Journal of Computer Assisted Learning 40(2) 667-684. DOI: 10.1111/jcal.12911 [FINAL VERSION]
  • Kolek, L., Ropovik, I., Šisler, V., van Oostendorp, H., & Brom, C. (2023). Video games and attitude change: A meta-analysis. Contemporary Educational Psychology, 75, 102225. DOI: 10.1016/j.cedpsych.2023.102225. [FINAL VERSION]
  • Schubertová, K., Lukavský, J., Drobná, A., Volná, K., & Brom, C. (2023). Contextual animation in multimedia learning materials for pre-adolescents: The saga of null results continues. Learning and Instruction, 87, 101803. [FINAL VERSION]
  • Brom, C., Yaghobová, A., Drobná, A., & Urban, M. (2023). ‘The internet is in the satellites!’: A systematic review of 3–15-year-olds’ conceptions about the internet. Education and Information Technologies, 28(11), 14639–14668. DOI: 10.1007/s10639-023-11775-9. [FINAL VERSION]
  • Šisler, V., Švelch, J., Clybor, S., Trhoň, O. (2023). Adapting Contested National History for Global Audiences in Attentat 1942 and Svoboda 1945: Liberation. Studies in Eastern European Cinema, 14(1), 69-84.
  • Tetourová, T., Zdeňková, S., Sotáková, H., & Brom, C. (2022). Role asistentů pedagoga při podpoře žáků s PAS navštěvujících běžné školy v oblasti rozvoje sociálních dovedností a sociálního začlenění. Speciální pedagogika, 32(1-2), 93–108 [PDF].
  • Brom, C., Kolek, L., Lukavský, J., Děchtěrenko, F., & Volná, K. (2022). To Quiz or to Shoot When Practicing Grammar? Catching and Holding the Interest of Child Learners: A Field Study. Frontiers in Psychology, 13. DOI: 10.3389/fpsyg.2022.856623 [FINAL VERSION]

  • Šisler, V., Pötzsch, H., Hannemann, T., Pinkas, J., Cuhra, J. (2022). History, Heritage, and Memory in Video Games: Approaching the Past in Svoboda 1945: Liberation and Train to Sachsenhausen. Games and Culture 17(6). 901-914.

  • Jičínská, L., Sedláčková, P., Kolek, L., Tetourová, T., Volná, K., Lukavský, J., & Brom, C. (2021). Extrinsically integrated instructional quizzes in learning games: an educational disaster or not?. Frontiers in Psychology, 12. DOI: 10.3389/fpsyg.2021.678380 [FINAL VERSION]
  • Javora, O., Děchtěrenko, F., Tetourová, T., Volná, K., & Brom, C. (2021). Customization in educational computer games and its effect on learning: Experimental study with primary school children. Journal of Computer Assisted Learning 37(5), 1370-1382. DOI: 10.1111/jcal.12576 [FINAL VERSION]
  • Kolek, L., Šisler, V., Martinková, P., & Brom, C. (2021). Can video games change attitudes towards history? Results from a laboratory experiment measuring short-and long-term effects. Journal of Computer Assisted Learning, 37(5), 1348-1369. DOI: 10.1111/jcal.12575 [FINAL VERSION]
  • Sýkora, T., Stárková, T., Brom. C. (2021). Can narrative cuhttps://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12575?saml_referrertscenes improve home learning from a math game? An experimental study with children. British Journal of Educational Technology 52(1), 42-56. DOI: 10.1111/bjet.12939 [FINAL VERSION]
  • Švaříček, R., Straková, J., Brom, C., Greger, D., Hannemann, T., & Lukavský, J. (2020). Spolupráce rodiny a školy v době uzavřených základních škol [Cooperation Between Family and School During the Shutdown of Primary Schools]. Studia paedagogica, 25(3), 9-41. (In Czech) [FINAL VERSION]
  • Javora, O., Hannemann, T., Volná, K., Děchtěrenko, F., Tetourová, T., Stárková, T., & Brom, C. (2021). Is contextual animation needed in multimedia learning games for children? An eye tracker study. Journal of Computer Assisted Learning, 37(2), 305-318. DOI: 10.1111/jcal.12489 [FINAL VERSION]
  • Brom, C., Lukavský, J., Greger, D., Hannemann, T., Straková, J., Švaříček, R. (2020). Mandatory Home Education during the COVID-19 Lockdown in the Czech Republic: A Rapid Survey of 1st-9th Graders’ Parents. Frontiers in Education, 5 (04-June-2020). FINAL DOI: doi: 10.3389/feduc.2020.00103, PREPRINT DOI: 10.31234/osf.io/fbhn3 [PDF PREPRINT and SUPPLEMENTS] [FINAL VERSION]
  • Pinkas, J., & Hannemann, T. (2020). A computer simulation in the context of history teaching in Czech schools: Using the’Czechoslovakia 38-39’educational simulation. Historical Encounters, 7(2), 78-91. [FINAL VERSION]
  • Tetourová, T., Hannemann, T., Javora, O., Volná, K., Šisler, V., Brom, C. (2020). To solve or to observe? The case of problem‐solving interactivity within child learning games. Journal of Computer Assisted Learning, 36(6), 981-996. DOI: 10.1111/jcal.12454 [FINAL VERSION]

  • Brom, C., Dobrovolný, V., Děchtěrenko, F., Stárková, T., Bromová, E. (2019). It’s Better to Enjoy Learning than Playing: Motivational Effects of an Educational Live Action Role-playing Game. Frontline Learning Research, 7(3), 64 – 90. [PDF]

  • Stárková, T., Lukavský, J., Javora, O., Brom, C. (2019). Anthropomorphisms in multimedia learning: Attract attention but do not enhance learning?. Journal of Computer Assisted Learning, 35(4), 555-568. [FINAL VERSION]

  • Javora, O., Hannemann, T., Stárková, T., Volná, K., & Brom, C. (2019).
    Children like it more but don’t learn more: Effects of aesthetic visual
    design in educational games. British Journal of Educational Technology, 50(4), 1942-1960. [FINAL VERSION]
  • Brom, C., Stárková, T., Bromová, E., Děchtěrenko, F. (2019). Gamifying a
    simulation: Do a game goal, choice, points, and praise enhance Learning? Journal of Educational Computing Research, 57(6), 1575–1613. [PDF] [FINAL VERSION]
  • Brom, C., Stárková, T., & D’Mello, S. K. (2018). How effective is
    emotional design? A meta-analysis on facial anthropomorphisms and
    pleasant colors during multimedia learning. Educational Research Review, 25, 100-119 [PDF] [FINAL VERSION]
  • Brom, C., Dechterenko, F., Frollova, N., Starkova, T., Bromova, E., & D’Mello, S. K. (2017). Enjoyment or involvement? Affective-motivational mediation during learning from a complex computerized simulation. Computers & Education, 114, 236-254 [PDF] [FINAL VERSION] 
  • Brom, C., Hannemann, T., Stárková, T., Bromová, E., Děchtěrenko, F. (2017) The role of cultural background in the personalization principle: Five experiments with Czech learners. Computers & Education 112, 37-68. [PDF] [FINAL VERSION]
  • Brom, C., Šisler, V., Slussareff, M., Selmbacherová, T., & Hlávka, Z. (2016). You like it, you learn it: affectivity and learning in competitive social role play gaming. International Journal of Computer-Supported Collaborative Learning, 11(3), 313-348. [PDF] [FINAL VERSION]
  • Hřebíčková, M., Jelínek,M., Blatný, M., Brom, C., Burešová, I., Graf, S., Mejzlíkova, T., Vazsonyi, A. T., & Zábrodská, K. (2016). Big Five Inventory: Zakladní psychometrické charakteristiky české verze BFI-44 a BFI-10. [Big Five Inventory: Basic psychometric properties of the Czech version of BFI-44 and BFI-10.] Československá psychologie, 60(6), 567-583. [ABSTRACT]
  • Tomková, M., Tomek, J., Novák, O., Zelenka, O., Syka, J., & Brom, C. (2015). Formation and disruption of tonotopy in a large-scale model of the auditory cortex. Journal of Computational Neuroscience, 39(2), 131-153. [ZIP]
  • Brom, C., Levčík, D., Buchtová, M., & Klement, D. (2015). Playing educational micro-games at high schools: Individually or collectively? Computers in Human Behavior, 48, 682-694. [PDF] [FINAL VERSION]
  • Brom, C., Bromová, E., Děchtěrenko, F., Buchtová, M., & Pergel, M. (2014). Personalized messages in a brewery educational simulation: Is the personalization principle less robust than previously thought? Computers & Education, 72, 339-366. [PDF] [FINAL VERSION]
  • Brom, C., Buchtová, M., Šisler, V., Děchtěrenko, F., Palme, R., & Glenk, L. M. (2014). Flow, social interaction anxiety and salivary cortisol responses in serious games: A quasi-experimental study. Computers & Education, 79, 69-100. [PDF] [FINAL VERSION]
  • Fajnerová, I., Rodriguez, M., Levčík, D., Konrádová, L., Mikoláš, P., Brom, C., Stuchlík, A., Vlček, K., & Horáček, J. (2014). A virtual reality task based on animal research–spatial learning and memory in patients after the first episode of schizophrenia. Frontiers in Behavioral Neuroscience, 8: 157 (15 pages). [PDF]
  • Šisler, V., Selmbacherová, T., Pinkas, J., & Brom, C. (2014). Teaching contemporary history to high school students: The augmented learning environment of Czechoslovakia 38-89. Masaryk University Journal of Law and Technology, 8(1), 99-122. [PDF]
  • Brom, C., Vyhnánek, J., Lukavský, J., Waller, D., & Kadlec, R. (2012). A computational model of the allocentric and egocentric spatial memory by means of virtual agents, or how simple virtual agents can help to build complex computational models. Cognitive Systems Research, 17-18, 1-24. [PDF] [FINAL VERSION]
  • Brom, C., Preuss, M., & Klement, D. (2011). Are educational computer micro-games engaging and effective for knowledge acquisition at high-schools? A quasi-experimental study. Computers & Education, 57(3), 1971-1988. [PDF] [FINAL VERSION]
  • Brom, C., Šisler, V., & Slavík, R. (2010). Implementing digital game-based learning in schools: Augmented learning environment of ‚Europe 2045‘. Multimedia Systems, 16(1), 23-41. [PDF] [FINAL VERSION]

Kapitoly v knihách

  • Clybor, S., Šisler, V.: Svoboda 1945: Liberation. (2024). In: Learning,  Education, & Games, Vol. 4: 50 Games To Use For Inclusion, Equity, And Justice, edited by K. Schrier, R. Kowert, D. Leonard, T. Porkka-Kontturi. (pp. 199-203). Carnegie Mellon University: ETC Press, Pittsburgh, PA, 2024
  • Brom, C., & Šisler, V. (2012). Designing Educational Computer Games. Encyclopedia of the Sciences of Learning (pp. 931-934): Springer.

Konferenční sborníky

  • Brom, C., Hannemann, T., Ježek, P., Drobná, A., Volná, K., & Kačerovská, K. (2023, June). Principles of Computers and the Internet-Model Lessons for Primary School Children: Experience Report. In Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 1 (pp. 215-221). [PDF] [FINAL VERSION] BEST PAPER
  • Tsarava, K., Ninaus, M., Hannemann, T., Volná, K., Moeller, K., & Brom, C. (2020). Fostering Knowledge of Computer Viruses among Children: The Effects of a Lesson with a Cartoon Series. In Koli Calling’20: Proceedings of the 20th Koli Calling International Conference on Computing Education Research. Art. No. 10: ACM. [PDF] [FINAL VERSION]
  • Hannemann, T., Stárková, T., Ježek, P., Volná, K., Kačerovská, K., Brom, C. (2019). Eight-Year-Olds’ Conceptions of Computer Viruses: A Quantitative Study. In Proc. The 14th Workshop in Primary and Secondary Computing Education Art. No. 2: ACM. [PDF] [FINAL VERSION]
  • Kolek, L., Šisler, V., & Brom, C. (2018). Video Games and Attitude Change–Can We Reliably Measure This? The Challenges of Empirical Study Design. In Lecture Notes in Computer Science, Vol. 11385, International Conference on Games and Learning Alliance (pp. 445-448). Springer. [FINAL VERSION]
  • Brom, C., Děchtěrenko, F., Šisler, V., Hlávka, Z., & Lukavský, J. (2018). Does Motivation Enhance Knowledge Acquisition in Digital Game-Based and Multimedia Learning? A Review of Studies from One Lab. In Lecture Notes in Computer Science, Vol. 11243, Joint International Conference on Serious Games (pp. 120-132). Springer. [PDF] [FINAL VERSION]
  • Kolek, L. & Šisler, V. (2017). Representation of history in computer games and attitude change: Empirical study design. Proceedings of The 11th European Conference on Game-Based Learning ECGBL 2017 (pp. 829-834): Academic Conferences and Publishing International Limited. [PDF]
  • Brom, C., Hannemann, T., Stárková, T., Bromová, E., & Děchtěrenko, F. (2016). Anthropomorphic faces and funny graphics in an instructional animation may improve superficial rather than deep learning: A quasi-experimental study. Proceedings of 10th European Conference on e-Learning (pp. 89-97): Academic Conferences and Publishing International Limited. [PDF]
  • Brom, C., Stárková, T., Lukavský, J., Javora, O., & Bromová, E. (2016). Eye tracking in emotional design research: What are its limitations? Proceedings of the 9th Nordic Conference on Human-Computer Interaction (Art. No. 114, 6 pages): ACM. [PDF]
  • Korstanje, R., Brom, C., Gemrot, J., & Hindriks, K. V. (2016). A Comparative study of programming agents in POSH and GOAL. Proceedings of the 8th International Conference on Agents and Artificial Intelligence (pp. 192-203). [PDF]
  • Brom, C., & Děchtěrenko, F. (2015). Mathematical self-efficacy as a determinant of successful learning of mental models from computerized materials. Proceedings of 9th European Conference on Games Based Learning (pp. 89-97): Academic Conferences and Publishing International Limited. [PDF]
  • Brom, C., Dobrovolný, V., & Bromová, E. (2015). Towards in situ measurement of affective variables during playing educational LARPs: A pilot study. Proceedings of European Conference on Games Based Learning (pp. 767-769): Academic Conferences and Publishing International Limited. [PDF]
  • Gemrot, J., Černý, M., & Brom, C. (2014). Teaching intelligent virtual agents programming through simulated children’s games. Proceedings of GameOn 2014 (pp. 43-49). Lincoln, United Kingdom. [PDF]
  • Gemrot, J., Černý, M., & Brom, C. (2014). Why you should empirically evaluate your AI tool: From SPOSH to yaPOSH. Proceedings of 6th International Conference on Agents and Artificial Intelligence (ICAART 2014) (pp. 461-468). Angers, France. [PDF]
  • Selmbacherová, T., Šisler, V., & Brom, C. (2014). The impact of visual realism on the authenticity of educational simulation: A comparative study. Proceedings of The 8th European Conference on Games Based Learning ECGBL 2014 (pp. 520-528). Berlin, Germany: Academic Conferences and Publishing International Limited. [PDF]
  • Gemrot, J., Hlávka, Z., & Brom, C. (2013) Does high-level behavior specification tool make production of virtual agent behaviors better? Lecture Notes in Computer Science: Vol. 7764. 1st International Workshop on Cognitive Agents for Virtual Environments, CAVE 2012, Held at AAMAS 2012 (pp. 167-183). Valencia, Spain: Springer. [PDF]
  • Gemrot, J., Brom, C., Bryson, J., & Bída, M. (2012) How to compare usability of techniques for the specification of virtual agents‘ behavior? An experimental pilot study with human subjects. Lecture Notes in Computer Science: Vol. 7471. International Workshop on Agents for Educational Games and Simulations, AEGS 2011 (pp. 38-62). Taipei, China: Springer. [PDF]
  • Brom, C., Šisler, V., Buchtová, M., Klement, D., & Levčík, D. (2012) Turning high-schools into laboratories? Lessons learnt from studies of instructional effectiveness of digital games in the curricular schooling system. Lecture Notes in Computer Science: Vol. 7516. E-Learning and Games for Training, Education, Health and Sports 7th International Conference, Edutainment 2012 and 3rd International Conference, GameDays 2012 (pp. 41-53). Darmstadt, Germany: Springer. Best paper [PDF]
  • Šisler, V., Brom, C., Cuhra, J., Činátl, K., & Gemrot, J. (2012) Stories from the History of Czechoslovakia, A serious game for teaching history of the Czech lands in the 20th century – Notes on design concepts and design process. Lecture Notes in Computer Science: Vol. 7522. 11th International Conference on Entertainment Computing, ICEC 2012 (pp. 67-74). Bremen, Germany: Springer. [PDF]
  • Šisler, V., Buchtová, M., Brom, C., & Hlávka, Z. (2012). Towards empirical–theoretical framework for investigating learning effects of serious games: A pilot study of Europe 2045. Applied Playfulness (pp. 16-36). Vienna, Austria: New Academic Press. [PDF]
  • Bída, M., Brom, C., Popelová, M., & Kadlec, R. (2011). StoryFactory – A tool for scripting machinimas in Unreal Engine 2 and UDK. Lecture Notes in Computer Science: Vol. 7069. 4th International Conference on Interactive Digital Storytelling, ICIDS 2011 (pp. 334-337). Vancouver, BC, Canada: Springer. [PDF]
  • Bída, M., & Brom, C. (2010). Emohawk: Learning virtual characters by doing. Lecture Notes in Computer Science: Vol. 6432. Proceedings of the 3rd Joint Conference on Interactive Digital Storytelling (pp. 271-274). Edinburgh, United Kingdom: Springer. [PDF]
  • Gemrot, J., Kadlec, R., Bida, M., Burkert, O., Pibil, R., Havlicek, J., Zemcak, L., Simlovic, J., Vansa, R., Stolba, M., Plch, T., Brom C. Pogamut 3 Can Assist Developers in Building AI (Not Only) for Their Videogame Agents. In: LNCS 5920, Agents for Games and Simulations (pp. 1–15): Springer [PDF]
  • Šisler, V., & Brom, C. (2008) Designing an educational game: Case study of ‚Europe 2045‘. Lecture Notes in Computer Science: Vol. 5080. Transactions on Edutainment I (pp. 1-16): Springer. [PDF]
  • Šisler, V., Brom, C., & Slavík, R. (2008). Towards a novel paradigm for educational games: the augmented learning environment of ‘Europe 2045’. Proc. of 12th International MindTrek Conference, Association for Computing Machinery (pp. 34-38): ACM. [PDF]
  • Brom, C., Pešková, K., Lukavský, J. (2007). What does your actor remember? Towards characters with a full episodic memory. Lecture Notes in Computer Science: Vol. 4871. 4th International Conference on Virtual Storytelling (pp. 89-101): Springer [PDF]

Jiné (jiné než multimediální vzdělávání, kognitivní vědy a didaktika informatiky)

Další publikace Cyrila Broma

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