@inproceedings{MTMT:33664724,
	title = {Adatvédelem és információbiztonság oktatási kérdései a 2020-as NAT tükrében},
	url = {https://m2.mtmt.hu/api/publication/33664724},
	author = {Törley, Gábor and Holló, Csaba},
	booktitle = {Infodidact 2022},
	unique-id = {33664724},
	abstract = {Nagy nemzetközi vizsgálatok alapján következtethetünk arra, hogy a 9-16 korosztályt egyre jobban érintik a digitális világ veszélyei. A legutóbbi PISA felmérés arra mutat rá, hogy a magyar diákok az OECD átlag alatt teljesítettek olvasásból/szövegértésből, amelyet az információbiztonság fontos faktorának tartunk, mert az információ helytelen értelmezése kockázatokat rejt, pl. adathalászat, álhírek, keresési eredmények értékelése stb. Cikkünkben a magyar tankönyvek adatvédelemmel és információbiztonsággal kapcsolatos becsült óraszámait vetjük össze a Digitális kultúra tantárgy más témaköreinek, egy konkrét angol tanmenet, valamint a korábbi 2012-es magyar kerettanterv óraszámaival és tartalmaival. Ezek alapján ajánlást teszünk a még nem kiadott 4. és 8. osztályos Digitális kultúra tankönyvek adatvédelemmel és információbiztonsággal kapcsolatos részeihez.},
	year = {2023},
	pages = {249-261},
	orcid-numbers = {Törley, Gábor/0000-0002-0496-9367; Holló, Csaba/0000-0003-0077-3153}
}

@article{MTMT:32829822,
	title = {Didactic Connection between Spreadsheet and Teaching Programming},
	url = {https://m2.mtmt.hu/api/publication/32829822},
	author = {Törley, Gábor and Zsakó, László and Bernát, Péter},
	doi = {10.30958/ajte.9-2-1},
	journal-iso = {ATHENS JOURNAL OF TECHNOLOGY & ENGINEERING},
	journal = {ATHENS JOURNAL OF TECHNOLOGY & ENGINEERING},
	volume = {9},
	unique-id = {32829822},
	issn = {2241-8237},
	abstract = {When we talk about problem-solving skills, then, generally, programming comes to our minds as an activity that can develop algorithmic thinking and abstraction. Regarding the spreadsheet, the software application area could be
		our first, and mathematics could be our second thought. When spreadsheets and programming are mentioned together, programming of macros is in focus, which is in fact programming. In this paper, we want to focus on how these two
		areas impact each other, and we want to emphasize that the spreadsheet is an efficient tool to develop algorithmic thinking. Moreover, there is more “crosstalk” between these two tools. This paper will show through examples
		that there is a two-way connection between spreadsheet and programming; that is why it can be useful to build the concepts of these two topics mutually on each other.},
	keywords = {Problem solving; programming; Teaching methodologies; spreadsheet; algorithmic thinking},
	year = {2022},
	pages = {77-94},
	orcid-numbers = {Törley, Gábor/0000-0002-0496-9367; Zsakó, László/0000-0002-4614-1509; Bernát, Péter/0000-0002-3759-264X}
}

@inproceedings{MTMT:32504605,
	title = {Spreadsheet As An Algorithm Visualization Tool},
	url = {https://m2.mtmt.hu/api/publication/32504605},
	author = {Törley, Gábor and Bernát, Péter},
	booktitle = {Proceedings of XXXIV. DidMatTech 2021 Conference},
	unique-id = {32504605},
	abstract = {This paper first presents the definition of algorithm
		visualization (AV) and its potential in increasing students’ engagement
		in the learning process according to Bloom’s taxonomy. Then it
		demonstrates in detail that not only can spreadsheet develop and
		support computational and algorithmic thinking, but it can also be used
		as an AV tool. Authors give examples as well on how learners can reach
		increasing levels of engagement using spreadsheet as an AV tool.},
	keywords = {programming; computational thinking; spreadsheet; algorithm visualization; algorithmic thinking},
	year = {2021},
	pages = {15-27},
	orcid-numbers = {Törley, Gábor/0000-0002-0496-9367; Bernát, Péter/0000-0002-3759-264X}
}

@{MTMT:32242308,
	title = {Didactic Connection between Spreadsheet and Programming Teaching},
	url = {https://m2.mtmt.hu/api/publication/32242308},
	author = {Törley, Gábor and Zsakó, László and Bernát, Péter},
	booktitle = {Abstract Book 23rd Annual International Conference on Education 17-20 May 2021, Athens, Greece},
	unique-id = {32242308},
	abstract = {When we talk about problem-solving skills, then generally,
		programming comes into our minds as an activity that can develop
		algorithmic thinking and abstraction skill. Regarding the spreadsheet,
		the software application area could be our first, and mathematics could
		be our second thought. When spreadsheets and programming are
		mentioned together, then programming of macros is in focus, which is
		rather programming.
		In this paper, we want to focus on how these two areas impact each
		other, and we want to emphasize that spreadsheet is an efficient tool to
		develop algorithmic thinking. Moreover, there is more ―crosstalk‖
		between these two tools.
		The spreadsheet requires a function-like way of thinking
		(introduction to functional programming), but its classical functions
		(sum, maximum, etc.) are essential algorithm schemas (programming
		theorems) as well. Some functions can be understood if we imagine the
		algorithm of their execution (for example, VLOOKUP). Parametrizing
		functions and nested functions can support the understanding of
		parametrizing and parameter passing in conventional programming
		languages.
		Spreadsheet is a proper tool to introduce the concept of scalar,
		array, matrix, and indexing, which are essential data structures of
		programming. The introduction of base data types is also supported by
		this tool. In case of advanced spreadsheet, array formulas can map all
		the schema-algorithms (programming theorems), and there can be a
		connection among array formulas and post-conditions of programming
		theorems.
		This paper will show through examples that there is a two-way
		connection between spreadsheet and programming; that is why it can
		be useful to build the concepts of these two topics mutually on each
		other.},
	year = {2021},
	pages = {32-33},
	orcid-numbers = {Törley, Gábor/0000-0002-0496-9367; Zsakó, László/0000-0002-4614-1509; Bernát, Péter/0000-0002-3759-264X}
}

@article{MTMT:32156178,
	title = {The Role of Variable in Programming: Examples and Methodology},
	url = {https://m2.mtmt.hu/api/publication/32156178},
	author = {Törley, Gábor and Zsakó, László},
	doi = {10.36427/CEJNTREP.3.2.1436},
	journal-iso = {CEJ-NETREP},
	journal = {CENTRAL-EUROPEAN JOURNAL OF NEW TECHNOLOGIES IN RESEARCH EDUCATION AND PRACTICE},
	volume = {3},
	unique-id = {32156178},
	abstract = {One of the hardest notions to define in programming is the variable and the related command of assignment. In our opinion, it is exactly these difficulties that are responsible for the reluctance towards programming. The reason for this, according to us and others [7], is the multifunctional nature of the variable: it can be used for various purposes. Its concept “in our heads” and in the programming languages is markedly different in this respect.},
	year = {2021},
	eissn = {2676-9425},
	pages = {60-72},
	orcid-numbers = {Törley, Gábor/0000-0002-0496-9367; Zsakó, László/0000-0002-4614-1509}
}

@inproceedings{MTMT:31666301,
	title = {A táblázatkezelés és a programozás didaktikai kapcsolata},
	url = {https://m2.mtmt.hu/api/publication/31666301},
	author = {Törley, Gábor and Zsakó, László},
	booktitle = {INFODIDACT 2020},
	unique-id = {31666301},
	abstract = {Amikor a problémamegoldás készségéről beszélünk, akkor általában a programozás jut eszünkbe, mint tevékenység, ami fejleszti az algoritmikus gondolkodást, illetve az absztrakciós készséget. Ugyanakkor a táblázatkezelésről első gondolatként a szoftveralkalmazás területe juthat eszünkbe, illetve második gondolatként eszünkbe juthat a matematika. Amikor a táblá-zatkezelés és a programozás egy lapon szerepel, akkor a makrók programozása kerül előtérbe, ami inkább programozás, mint táblázatkezelés. Cikkünkben azt vesszük górcső alá, hogy mi-ként hat egymásra ez a két terület, illetve fel kívánjuk hívni a figyelmet arra, hogy a táblázat-kezelés is hatékony eszköz az algoritmikus gondolkodás fejlesztéséhez, sőt, több „áthallás” van a két eszköz között. Példákon keresztül mutatjuk meg továbbá, hogy a programozás és a táb-lázatkezelés között két irányú kapcsolat létezik, azaz a kölcsönös egymásra építés mindkét té-makör számára hasznos lehet.},
	year = {2020},
	pages = {Paper 19},
	orcid-numbers = {Törley, Gábor/0000-0002-0496-9367; Zsakó, László/0000-0002-4614-1509}
}

@{MTMT:31606554,
	title = {Közszolgálati információs rendszerek és adatok, adatbázisok, illetve nyilvántartások},
	url = {https://m2.mtmt.hu/api/publication/31606554},
	author = {Törley, Gábor},
	booktitle = {Informatikai rendszerek a közszolgálatban I.},
	doi = {10.36250/00732.07},
	unique-id = {31606554},
	year = {2020},
	pages = {127-150},
	orcid-numbers = {Törley, Gábor/0000-0002-0496-9367}
}

@inproceedings{MTMT:31606532,
	title = {Teaching methods of information security awareness: the role of engagement},
	url = {https://m2.mtmt.hu/api/publication/31606532},
	author = {Törley, Gábor},
	booktitle = {New Methods and Technologies in Education, Research and Practice},
	unique-id = {31606532},
	abstract = {There are a wide range of information security awareness delivery methods such as Augmented / Virtual Reality, web-based training materials, online videos, games (online and physical) and “unplugged” methods. This study suggests that those methods are better which could reach a higher level of thinking according to the Bloom’s taxonomy. Finding a well-working method is very important because pupils can meet the dangers of the Internet at a very young age.},
	year = {2020},
	pages = {91-97},
	orcid-numbers = {Törley, Gábor/0000-0002-0496-9367}
}

@CONFERENCE{MTMT:31399434,
	title = {The Level of Information Security Awareness of First-Year University Students},
	url = {https://m2.mtmt.hu/api/publication/31399434},
	author = {Törley, Gábor},
	booktitle = {Proceedings of the 11th International Conference on Applied Informatics (ICAI 2020)},
	unique-id = {31399434},
	abstract = {According to the results of a representative survey by ESET Hungary
		Ltd. and statistics by Eurostat, in Hungary more than one million users visit
		infected webpages despite of the warnings of their antivirus program and
		almost every second individual caught a virus or other computer infection
		(worm, Trojan horse, etc.). These data are similar in Slovenia, in Croatia,
		in Slovakia and in Bulgaria. This can be caused by the low level of security
		awareness.
		According to the first International Computer and Information Literacy
		Study (ICILS), understanding of online safety and security issues are part
		of the definition of computer and information literacy. In 2012, the PISA
		assessment results show that among countries with deteriorating performance
		in digital reading, Hungary was one of the countries what shows the biggest
		declines in performance among their weakest students.
		This study discusses three topics:
		(1) What are pupils taught on e-safety, privacy and information security in
		Hungary and how much lesson hours can teachers use for these topics. This
		part of the study shows how solid is the “basement” of security awareness
		knowledge of an average pupil.
		(2) What level of information security awareness can be expected from
		an aver-age first-year university student from different fields of knowledge
		without any university level teaching? A questionnaire on important concepts
		and user behavior (password policy, social networks, etc.) can answer this
		question.
		(3) How and what can we teach these people in university in order to
		strengthen their awareness? This is an important question because most of
		these students will manage other people’s personal data at their workplaces,
		but how could they manage them securely if they cannot be vigilant with
		their own personal data.},
	keywords = {education; teaching methods; Empirical study; information security awareness},
	year = {2020},
	pages = {370-381},
	orcid-numbers = {Törley, Gábor/0000-0002-0496-9367}
}

@inproceedings{MTMT:31010848,
	title = {Generating Random Tests},
	url = {https://m2.mtmt.hu/api/publication/31010848},
	author = {Szlávi, Péter and Törley, Gábor and Zsakó, László},
	booktitle = {XXXII. Didmattech 2019},
	unique-id = {31010848},
	abstract = {When putting together programming tasks and competition tasks, it is a recurring challenge to create test cases. Typically, it requires unique methods; nevertheless, in some cases the usual random generation principles can be applied. In the present article, we are giving an overview of methods with which we can generate random sequences, trees, graphs, and sets. We believe that these simple methods can be useful for anyone interested in creating tests for programs.},
	year = {2019},
	orcid-numbers = {Szlávi, Péter/0000-0002-2899-3767; Törley, Gábor/0000-0002-0496-9367; Zsakó, László/0000-0002-4614-1509}
}