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The main novelty presented in this paper is application and evaluation our Gesture Description Language (GDL) classifier in the role of touchless interface for virtual reality (VR) environment. In our VR system whole interaction is done by gestures and body movements analysis (so called natural user interface). For our needs we have adapted semi-realistic VR system (block engine). We have tested different aspects of proposed interface on a group of 26 persons with wide range of age (from 5 years to 40+) and both sexes. The results we obtained prove that GDL can be successfully applied in systems that require real time action recognition especially educational software games that aim at increasing the students' motivation and engagement while they learn. Streszczenie. W tym artykule autorzy prezentują zastosowanie klasyfikatora o nazwie Język Opisu Gestów (GDL) w roli bezdotykowego interfejsu systemu wirtualnej rzeczywistości. Całość interakcji z zaprezentowanym w tej pracy systemem odbywa się poprzez rozpoznanie i analizę ruchu użytkownika (jest to tak zwany interfejs naturalny). Klasyfikator GDL został przetestowany w pseudo-realistycznym, wirtualnym środowisku, na grupie 26 osób obu płci w przedziale wiekowym od 5 do 40+ lat. Otrzymane rezultaty dowodzą, że zaproponowane podejście może być z powodzeniem użyte w aplikacjach wykorzystujących wirtualną rzeczywistość, w szczególności w grach edukacyjnych, których celem jest uatrakcyjnienie procesu zdobywania wiedzy. (Ocena działania Języka Opisu Gestów w roli bezdotykowego interfejsu w środowisku wirtualnej rzeczywistości).

The theoretical part of article contains observations on contemporary challenges facing modern schools and a modern educator/teacher. The specific character of future special educator training at the Institute of Special Education of the Pedagogical University in Cracow were presented. The authors shared the findings of their own research on realization of curriculum and expectations of students towards academic education, with particular emphasis on the role of practical teaching.

Striving for a success in parallel to the simultaneous attainment of high level of well-being is these days a common phenomenon. For quite a long time it has been also in the focus of the scientific debates and papers also dealing with education. This paper presents the findings of the study on the teachers’ perception of the student success in the context of assessment of selected success determinants and/or indicators. While analysing the theoretical relationship between student's well-being and educational success, 4 selected factors taken from the Buchner (2004) study were considered key to the undertaken research. The results showed that teachers tend to recognize factors related to the student's well-being as indicators of success, which means they perceive it as a result of achievement. Meanwhile the care for the student’s well-being before undertaking an educational task as a success determinant-related situation seems to be less visible.

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