Cyril Brom
Biographic Data
| ID | 9493620 |
|---|---|
| NAME | Cyril Brom |
| GIVEN NAMES | Cyril |
| FAMILY NAME | Brom |
| SIGNATURE | BROM C |
| AFFILIATIONS | Faculty of Mathematics and Physics Charles University Prague Czech Republic |
| ORCID | 0000-0001-5945-0514 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Retrieval Practice in the Wild: Comparing Different Multiple‐Choice Question Formats on a Children's TV Gaming Site
Retrieval practice is effective for learning, and is often implemented in digital applications through multiple‐choice questions (MCQs). Stepwise presentation, with answer options appearing after a brief delay, was recently shown to make MCQs more effective. We tested its effects in an authentic setting: a popular TV website with learning games. Users ( N = 13,060) who started a quiz were randomly assigned to standard MCQs, learner‐paced stepwise…
Learning about abstract systems: Understanding children's journey in grasping internet principles across age groups in a mixed-methods experimental study
“ ChatGPT can make mistakes. Check important info.” Epistemic beliefs and metacognitive accuracy in students' integration of ChatGPT content into academic writing
Recent studies have conceptualized ChatGPT as an epistemic authority; however, no research has yet examined how epistemic beliefs and metacognitive accuracy affect students' actual use of ChatGPT‐generated content, which often contains factual inaccuracies. Therefore, the present experimental study aimed to examine how university students integrate correct and incorrect information from expert‐written and ChatGPT‐generated articles when writing i…
ChatGPT improves creative problem-solving performance in university students: An experimental study
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
Can video games change attitudes towards history? Results from a laboratory experiment measuring short‐ and long‐term effects
This study investigates a video game's effects on implicit and explicit attitudes towards depicted historical events in the short‐ and long‐term on a sample of 148 young adults. We used, as an intervention tool, a serious game Czechoslovakia 38–89: Borderlands that deals with the expulsion of the Sudeten Germans from the former Czechoslovakia after the WWII. Results showed more negative pretest‐posttest explicit attitude changes towards the expul…
Is contextual animation needed in multimedia learning games for children? An eye tracker study
The present study investigates affective‐motivational, attention, and learning effects of unexplored emotional design manipulation: Contextual animation (animation of contextual elements) in multimedia learning game (MLGs) for children. Participants ( N = 134; M age = 9.25; Grades 3 and 4) learned either from an experimental version of the MLG with a high amount of contextual animation or from an identical MLG with no contextual animation (contro…
Customization in educational computer games and its effect on learning: Experimental study with primary school children
The instructional effects of customization features in child learning games have rarely been examined. This value‐added study addresses the existing gap with regards to user‐initiated cosmetic customization of environment elements (i.e., non‐avatar customization). Participants ( N = 143; M age = 9.41) studied a biological topic for about 20 min: either using the experimental version of a learning game with customization features, or from a contro…
Can narrative cutscenes improve home learning from a math game? An experimental study with children
Little is known about the instructional effects of narrative framing elements in child learning games. In this study, second and third graders ( M age = 8.24) played one of two versions of a successful, commercial mathematical learning game at home for 2 weeks ( N = 95; between‐subject design). The versions differed in the presence/absence of a background story conveyed through comic cutscenes at the beginning and the end of the game. Results sho…
Mandatory Home Education During the Covid-19 Lockdown in the Czech Republic: A Rapid Survey of 1st-9th Graders' Parents
Schools have been closed in many countries due to the on-going COVID-19 pandemic, but education continues online. Little is known about how parents cope with educating their children in this unprecedented situation. Here, we present the results of a rapid survey examining the experience of Czech parents of children in Grades 1-9 (Age ~ 6-15; N = 9,810) with respect to home education home during the COVID-19 lockdown. This survey was distributed w…
To solve or to observe? The case of problem‐solving interactivity within child learning games
We explored whether problem‐solving interactivity within an instructional game fosters learning for children aged 8–10 years. Participants ( N = 139) studied a biological topic either through a game‐based learning environment (in which they solved assigned problems by interacting with a plant model) or from a standard learning environment (in which they observed how the problems were solved in an animation) (i.e., between‐subject design). The tre…
No prominent works on this page.
Mandatory Home Education During the Covid-19 Lockdown in the Czech Republic: A Rapid Survey of 1st-9th Graders' Parents
Schools have been closed in many countries due to the on-going COVID-19 pandemic, but education continues online. Little is known about how parents cope with educating their children in this unprecedented situation. Here, we present the results of a rapid survey examining the experience of Czech parents of children in Grades 1-9 (Age ~ 6-15; N = 9,810) with respect to home education home during the COVID-19 lockdown. This survey was distributed w…
To solve or to observe? The case of problem‐solving interactivity within child learning games
We explored whether problem‐solving interactivity within an instructional game fosters learning for children aged 8–10 years. Participants ( N = 139) studied a biological topic either through a game‐based learning environment (in which they solved assigned problems by interacting with a plant model) or from a standard learning environment (in which they observed how the problems were solved in an animation) (i.e., between‐subject design). The tre…
Can video games change attitudes towards history? Results from a laboratory experiment measuring short‐ and long‐term effects
This study investigates a video game's effects on implicit and explicit attitudes towards depicted historical events in the short‐ and long‐term on a sample of 148 young adults. We used, as an intervention tool, a serious game Czechoslovakia 38–89: Borderlands that deals with the expulsion of the Sudeten Germans from the former Czechoslovakia after the WWII. Results showed more negative pretest‐posttest explicit attitude changes towards the expul…
Is contextual animation needed in multimedia learning games for children? An eye tracker study
The present study investigates affective‐motivational, attention, and learning effects of unexplored emotional design manipulation: Contextual animation (animation of contextual elements) in multimedia learning game (MLGs) for children. Participants ( N = 134; M age = 9.25; Grades 3 and 4) learned either from an experimental version of the MLG with a high amount of contextual animation or from an identical MLG with no contextual animation (contro…
Customization in educational computer games and its effect on learning: Experimental study with primary school children
The instructional effects of customization features in child learning games have rarely been examined. This value‐added study addresses the existing gap with regards to user‐initiated cosmetic customization of environment elements (i.e., non‐avatar customization). Participants ( N = 143; M age = 9.41) studied a biological topic for about 20 min: either using the experimental version of a learning game with customization features, or from a contro…
Can narrative cutscenes improve home learning from a math game? An experimental study with children
Little is known about the instructional effects of narrative framing elements in child learning games. In this study, second and third graders ( M age = 8.24) played one of two versions of a successful, commercial mathematical learning game at home for 2 weeks ( N = 95; between‐subject design). The versions differed in the presence/absence of a background story conveyed through comic cutscenes at the beginning and the end of the game. Results sho…
ChatGPT improves creative problem-solving performance in university students: An experimental study
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
Learning about abstract systems: Understanding children's journey in grasping internet principles across age groups in a mixed-methods experimental study
“ ChatGPT can make mistakes. Check important info.” Epistemic beliefs and metacognitive accuracy in students' integration of ChatGPT content into academic writing
Recent studies have conceptualized ChatGPT as an epistemic authority; however, no research has yet examined how epistemic beliefs and metacognitive accuracy affect students' actual use of ChatGPT‐generated content, which often contains factual inaccuracies. Therefore, the present experimental study aimed to examine how university students integrate correct and incorrect information from expert‐written and ChatGPT‐generated articles when writing i…
Retrieval Practice in the Wild: Comparing Different Multiple‐Choice Question Formats on a Children's TV Gaming Site
Retrieval practice is effective for learning, and is often implemented in digital applications through multiple‐choice questions (MCQs). Stepwise presentation, with answer options appearing after a brief delay, was recently shown to make MCQs more effective. We tested its effects in an authentic setting: a popular TV website with learning games. Users ( N = 13,060) who started a quiz were randomly assigned to standard MCQs, learner‐paced stepwise…
Computer Science (10 works) · Psychology (10 works) · Multimedia (6 works) · Mathematics education (5 works) · Cognition (4 works) · Educational Games and Gamification (4 works) · Visual and Cognitive Learning Processes (4 works) · Artificial Intelligence (3 works) · Child Development and Digital Technology (3 works) · Cognitive psychology (3 works)