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Aim. The main aim of the study is a presentation of the results of a quasi-experiment related to using a serious game in the preparation phase of supervised teaching practice as well as during its completion.  Methods. The main method of the study is a quasi-experiment with the factor rotation technique. The method comprised two phases with two unequal groups of surveyed university students. In the first phase, the experimental influence was investigated in the first group and the second group served as the control group (to compare the results). In the second phase, the groups were switched around in the quasi-experiment; the control group became the experimental group and vice versa.   Results. The presented study has a theoretical-empirical character. In the theoretical part, the characteristics of quasi-experiment and its use are briefly discussed. In the empirical part, the quasi-experiment is applied to the educational reality of future teachers. Supervised practice teaching is an important part of the university education of future teachers. Using a serious game therein is a positive element also when it comes to the development of students’ approach  towards supervised teaching practice. Conclusion. Quasi-experiment is used as an experimental method for verification of examined reality. In the educational reality, its realisation is more difficult because it is a more demanding environment than a laboratory one. By realising the quasi-experiment, the theoretical supposition about the positive influence of serious games on the development of a university student’s personality can be confirmed.

The submitted article has a theoretical-empirical character. The main aim of this article is to examine the opinions of university studentsfuture teachers of Slovak and foreign languages about supervised practice teaching by the SWOT analysis. The theoretical part of the article focuses on the elucidation of the realization of the supervised practice teaching´s essence by university students of Slovak and foreign languages´ teaching in the university educational process. There is very important to characterize the objectives, functions, tasks, and the environment of the supervised practice teaching realized by university studentsfuture teachers of Slovak and foreign languages. The empirical part of the submitted contribution is based on the discovery of the surveyed university studentsfuture teachers of Slovak and foreign languages views about the realization of the pedagogical practice by SWOT analysis. The pedagogical practice of higher education teachers of languages is the part of their pre-gradual grounding. Therefore, it is necessary to analyze its importance, its positives, its significance, and also its possible weakness by the view of university students, who are preparing for the languages´ teaching profession.

The article focuses on exploring the way in which Slovakia is viewed as a multicultural society by sampling university students with a survey. For that reason, the aim was to examine the extent that participation in the educational process at university affects opinions held by the university students on the existence of a multicultural society in Slovakia. The theoretical part of the article defines basic key terms associated with the given issue. The aim of the article's empirical examination is to analyse the formation of opinions of the surveyed students connected with the topic of a multicultural society in the educational process at universities. 200 university students participated in our empirical research. Data were collected in the course of April 2016 through a questionnaire prepared in advance. Processing and subsequent univariant, bivariant and multivariant analyses of the collected data were carried out using the statistical software SPSS 2.

The presented study has a theoretical-empirical character. The theoretical part of the study defines the basic theoretical characteristics of pedagogical communication. Subsequently, there is a detailed theoretical analysis of non-verbal communication and its application to the university educational process. Theoretical definitions and characteristics are used as a background for the empirical research of the mentioned issue. There is empirical research of non-verbal communication in the university educational process in the empirical part of the study. Data collection was realized by the prepared questionnaire. Empirical research has a quantitative design of research. The analysis of the collected data was realized by the results of bivariate and univariate data analysis in the statistical software SPSS 20. The main aim of the study is the analysis of the haptic area in the non-verbal communication used by a university teacher in the university educational process.