| Semantic differential and its risks in the measurement of students’ attitudes M Chráska, M Chrásková Procedia-Social and Behavioral Sciences 217, 820-829, 2016 | 27 | 2016 |
| The use of the semantic differential method in identifying the opininons of university students on education realized through e-learning M Klement, M Chráska, M Chrásková Procedia-Social and Behavioral Sciences 186, 1214-1223, 2015 | 21 | 2015 |
| Výchova v obecně technických předmětech J Kropáč, M Chráska Univerzita Palackého, 2004 | 16 | 2004 |
| Computer Games–Preferred Way of Using ICT by Grammar School Students M Chráska The European Proceedings of Social & Behavioural Sciences EpSBS. London …, 2016 | 10 | 2016 |
| Research of Computer game addiction among the 18-year-old students of general upper secondary schools in the Czech Republic M Chráska, J Basler ICERI2016 Proceedings, 69-78, 2016 | 8 | 2016 |
| Explanation of instruments and procedures used by the recipients of education in order to build their own learning network, based on the generic model cognitive process M Klement, M Chráska, S Klementová Procedia-Social and Behavioral Sciences 174, 1614-1622, 2015 | 8 | 2015 |
| Curricula and values in teacher training in Slovakia, Hungary and Czech Republic M Chrappán, J Dostál, J Gunčaga, M Havelka, M Buda, M Chráska, ... Comparative Research in Teacher Education, 29-50, 2014 | 6 | 2014 |
| Porovnání vztahu učitelů k informačním a komunikačním technologiím mezi roky 2004 a 2014 M Chráska Edukacja-Technika-Informatyka, 48-53, 2014 | 5 | 2014 |
| Typologie studentů dle zájmu o vzdělávání realizované formou e-learningu aneb: je e-learning vhodný pro každého? M KLEMENT, M CHRÁSKA Journal of Technology and Information Education 4 (2), 5-11, 2012 | 3 | 2012 |
| The personal computer and its position in lifelong learning and leisure of university Students in the Czech Republic, Slovakia and Poland M Chráska The Anthropologist 24 (1), 284-291, 2016 | 2 | 2016 |
| The acceptance of ICT by teachers and its development between 2004 and 2015 M CHRÁSKA Journal of Technology and Information Education 7 (2), 5, 2015 | 2 | 2015 |
| STUDENTI PEDAGOGICKÉ FAKULTY A JEJICH POHLED NA VYUŽITÍ ELEKTRONICKÝCH STUDIJNÍCH MATERIÁLU. M Chráska Journal of Technology & Information Education 9 (1), 2017 | 1 | 2017 |
| The Survey of Students’ Attitudes toward Learning through the Implementation of the ATER Method M Klement, M Chráska, S Klementová Procedia-Social and Behavioral Sciences 171, 803-811, 2015 | 1 | 2015 |
| An analysis of typical learning styles of primary school pupils using the VARK questionnaire M Chráska Edukacja-Technika-Informatyka, 63-68, 2014 | 1 | 2014 |
| Využití shlukové analýzy při vytváření typologie studentů M CHRÁSKA, M KLEMENT Edukacja-Technika-Informatyka 2 (1), 241-247, 2011 | 1 | 2011 |
| STUDENTS OF THE FACULTY OF EDUCATION AND THEIR VIEW ON THE USE OF ELECTRONIC STUDY MATERIALS M CHRÁSKA Journal of Technology and Information Education 9 (1), 15, 2017 | | 2017 |
| Factors affecting dynamics of educability in children and pupils in need of special educational support-research report (Part I-Pre-Research) M Valenta, L Ludíková, L Krejčová, J Michalík, J Chrastina, M Chráska, ... Клиническая и специальная психология 5 (1), 93-110, 2016 | | 2016 |
| Shluková analýza a možnosti jejího využití při hledání typických skupin studentů během realizace výuky formou e-learningu M Chráska Edukacja-Technika-Informatyka 4 (2), 147-153, 2013 | | 2013 |
| E-learning and its application within the Czech tertiary education system M KLEMENT, J DOSTÁL, M CHRÁSKA Edukacja-Technika-Informatyka 3 (2), 89-103, 2012 | | 2012 |
| Využití systému Courseware při elektronické podpoře výuky M Chráska Edukacja-Technika-Informatyka 2 (2), 28-32, 2011 | | 2011 |
