END OF THE PROCRASTINATION THROUGH INNOVATION IN

EDUCATION. FACTORS MAINTAINING MOTIVATION IN STUDY

AMONG UNIVERSITY STUDENTS
H. Tkáčová1, M. Tvrdoň2, R. Králik3, A. Kalugina4
1
University in Zilina, Department of Philosophy and Religious Studies, Faculty of Humanities
(SLOVAKIA)
2
Constantine the Philosopher University in Nitra, Department of Social Work and Social
Sciences, Faculty of Social Sciences and Health Care (SLOVAKIA)
3
Peoples’ Friendship University of Russia (RUDN University) (RUSSIAN FEDERATION)
4
Financial University under the Government of the Russian Federation, Department of
Foreign Languages (RUSSIAN FEDERATION)

Abstract
Knowing the thinking and behaviour of young people is currently one of the priorities of effective
education. It is especially important to know the current changes in the young generation, which are
related to the trends that shape and influence this generation. Especially online, last year with Covid 19,
the younger generation immersed themselves even more in a world that transcends their local culture,
language, or the school's educational and upbringing capabilities. In the context of reflections on the
potential attenuation of procrastination due to innovations in education at the time of Covid 19, the
subject of this paper is our own research, which discusses selected trends that shape and influence the
current university youth in Slovakia. The questionnaire, completed by 112 university students from
several universities in Slovakia, is an evaluation of the most important factors for maintaining students'
motivation to study online, influenced by Covid 19. Based on the findings, it can be stated that
respondents would welcome 1. The approach of a teacher, which leads to a deepening of the partnership
approach also in the online environment; 2. Training involving practitioners; 3. Strengthening team and
project cooperation also in virtual reality; 4. Online learning that addresses a specific activity or
challenge; 5. Use of mobile educational applications. The research represents an evaluation of the
current level of student satisfaction within these indicators monitored by us.
Keywords: Innovations in online education, Covid 19, motivation, satisfaction, new media.

1 INTRODUCTION
Academic procrastination is a common problem that occurs in all kinds of daily tasks [1], and arises also
in an academic environment where an individual tends to postpone academic tasks or activities. It can
occur among students at all levels of education [2]. According to experts, academic procrastination is a
kind of behaviour that deliberately delays or postpones the work to be done. Students who are
procrastinating do not have a stimulus to activities that should be done in time [3]. Academic
procrastination considers as a destructive behaviour because it interferes with academic achievements
[4,5,6]; i.e., it is often associated with poor academic performance [7].
Researchers and practitioners have long regarded procrastination as a self-handicapping and
dysfunctional behaviour; finally, it has been recognized as a self-regulatory failure, the incidence of
which, as Steel notes, continues to increase, which is still ”not entirely understood” [8, 65]. Thus, despite
much research, we still do not know the complex reasons for the occurrence of procrastination, i.e.,
failures in self-regulated learning. We don't know for example why students stop retaining learning
processes, why they stop being able to organize and direct themselves, or what exactly allows them to
adapt and control themselves, especially when facing difficult tasks [9]. The age is also a ”mysterious”
research variable that interacts strongly with features of learning and learners [10]. Procrastination does
not mean inaction, although the individual who procrastinates does not do the tasks he should do, but
has many other activities that fill his time [11]. Therefore, we consider procrastination not as a negative
phenomenon that suppresses the individual in the performance of his educational duties. On the
contrary, procrastination can also be a fertile period during which an adolescent individual develops in
other areas. In this optic, the procrastinator may in fact be a very active person.

Proceedings of EDULEARN21 Conference ISBN: 978-84-09-31267-2

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5th-6th July 2021
Especially in the short term, procrastination can even have a positive effect on an individual, contribute
to his good mood or motivate him to perform better [12], but is generally considered dysfunctional and
in the long run a rather harmful habit for the individual [13]. Schouwenburg pointed that what we are
able to see in procrastinating students is that they begin studying much later than would be optimal [14].
In addition, procrastinating students are easily distracted toward behaviours other than studying (e.g.,
free time activities). Thus, procrastinators prefer competitive activities to education [15].
Procrastination is also helped by the current pandemic situation, which has placed teaching in an
attractive online space. Here, teaching is done through distance methods, which also seem to be a
challenge. Scientist L. Murphy was interested in maintaining self-motivation in the form of the study set
up in this way. The author considers self-motivation as a crucial in distance learning and asks how do
learners keep going when a thing going gets tough? During the period of corona crisis, we consider
useful author´s reminder that distance learning is not necessarily synonymous with autonomous
learning or isolated learning, even though, in the past it has been seen in this way. Today’s education,
even in pandemic, is less autonomous thanks technology that, according to Murphy, has potentially
removed some of the most problematic aspects of distance education, for example the physical
separation of learners, or of learners and teachers; the lack of opportunity to develop interactive
competences; the possibility of comparison of skills between students; or the evaluation of individual´s
learning progress, and so on [16].
Despite the fact that technology is good helper, learner’s capacity and necessity for autonomy is still big
in distance learning. Distance learning has remained isolated, and this brings us back to the issues of
maintaining motivation in education, even in conditions and precisely in conditions that are not easy. In
the theoretical part of the paper, we presented the nature of procrastination, so that we can continue to
consider the attenuation of procrastination, despite the pandemic situation. The starting point of the
research is our belief in a possible attenuation of procrastination due to innovations in education. The
questionnaire, completed by 112 university students from several universities in Slovakia, presents
research and evaluation of factors that can maintain students' motivation and interest in education even
in the time of Covid 19.

2 METHODOLOGY
The challenge just outlined - the decline in procrastination due to innovation in education in Covid 19 -
is becoming the subject of our own research, which discusses selected trends in education that shape
and influence the current university youth in Slovakia.
The research consisted of pre-research and main research. In the pre-research, the students' task was
to name the factors they consider most important for maintaining their motivation to study online during
Covid 19. The task of the respondents was to specify the five main aspects that they consider most
important for maintaining their motivation to study online, during pandemic Covid 19.
The research method of pre-research was structured interviews. The structured interview contained 3
areas that specified the subject of our interest and thus narrowed the range of potential answers. The
structured interview examined selected students' views on: (1) Online learning opportunities during a
pandemic; (2) The positives and negatives of the methods and technologies used in online education
during a pandemic; (3) The possibilities of new educational applications in online education during a
pandemic.
Objective of the pre-research: Identification of factors that condition the maintenance of motivation of
full-time students in relation to online education during the Covid 19 pandemic.
As part of the pre-research, we addressed selected students of the first year (n=5) of full-time study and
the last year of full-time study (n=5). The aim of the structured interview was to identify the factors that
students consider most important for maintaining their motivation to study online during the Covid 19
pandemic. The findings from the pre-research were transferred to a questionnaire and then forwarded
for evaluation within the main part of the research.
The main goal of the research: Evaluation of a set of five factors that condition the preservation of
motivation of full - time students in relation to online education during the Covid 19 pandemic.
The research group consists of 112 full-time university students from five universities in Slovakia. The
research method was a quantitative questionnaire. The research took place in two groups, based on the
current year of the respondents' study:

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 a) Beginning students, i.e., respondents of the first year of full-time bachelor's degree - 55.73% of
the total number of students; i.e., 68 students with an average age of 21 years.
b) Graduating students, i.e., respondents of the last year of the full-time master's degree - 44.26%
of the total number of students; i.e., 54 students with an average age of 24.5 years.
The result of the quantitative questionnaire was an evaluation of the current level of satisfaction of
respondents with online education within five monitored factors:
1 The current approach of the teacher during online education;
2 Online training, which includes a practitioner;
3 Online education as a space to strengthen team and project cooperation;
4 Online education that encourages activity or challenge;
5 The use of mobile educational applications in online education.
Students ranked their satisfaction with various study conditions on a scale of 1 to 5, i.e., very dissatisfied,
dissatisfied, occasionally satisfied, satisfied and very satisfied. The research through the questionnaire
took place in the period February - April 2021, i.e., one year after the announcement of the first Covid
19 case to the public.

3 RESULTS
The aim of the research was to evaluate the current level of satisfaction of 122 respondents within the
monitored factors. The results represent a description of the findings from the quantitative questionnaire
and are then supplemented by qualitative conclusions obtained among students from pre-research.
Based on our research, it can be stated that the motivation of young people in the study during a
pandemic is maintained by the following factors:

3.1 Current approach of the teacher during online education

80% 74,97% 74,00%

60%

40%

20% 14,80% 13,23%

4,41%5,55% 7,35% 3,70%
0% 1,85%
0%
very dissatisfied dissatisfied sometimes satisfied satisfied very satisfied

Beginning students Ending students

Graph 1. Current student satisfaction with the teacher's approach during online education.

Graph 1 shows that in the group of beginning students, 74.97% are sometimes satisfied with the current
approach of the teacher during online education, which is the most common evaluation. We record the
same evaluation in a group of graduating students; we record such an evaluation in 74% of respondents.
We believe that this is one of the key findings of our research; we refer to the respondents of our
qualitative pre-research, who unanimously describe the pedagogical partnership approach in the online
environment as “the first or one of the first factors that influence the motivation of students and thus the
existence of procrastination among students.”
Based on qualitative structured interviews, we can further state that the pedagogue's approach, which
leads to a deepening of the partnership approach even in the online environment, is not seen by students
as an unattainable goal. “It's more complicated in the online environment because we don't meet at a
coffee buffet, but it's all the clearer that it's a mutual desire to spend time together,” says one student.
In addition, experts recall the uniqueness of the teacher's relationship with students also due to his ability
to shape the moral and ethical thinking of students [17], students' religious thinking [18], critical thinking
[19] and other areas of education under a broad multidisciplinary context which can develop, inter alia,
also during ordinary conversations. In the online world, closed groups on social networks or chat, which

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also create opportunities for building and maintaining friendly ties, can be used to deepen the
pedagogical approach of the teacher to students. According to the students, only the awareness of the
pedagogue's efforts to spend time together with the students has meaning and value, despite the
limitations that have occurred in connection with Covid 19. This is at least a signal that has a positive
effect on participants' satisfaction with the study.

3.2 Online education, which includes an expert from practice

100%
77,91% 79,55%
80%
60%
40%
20% 8,82%12,95% 7,35% 3,70% 5,88%3,70%
0,00% 0,00%
0%
very dissatisfied dissatisfied sometimes satisfied satisfied very satisfied

Beginning students Ending students

Graph 2. Current satisfaction of students with the presence of an expert from practice during online education.

As we can see in Graph 2, the research group of 122 university students evaluates the current online
education, which includes an expert from practice in both research groups most often through the
answer “we are very dissatisfied”. In the group of beginning students we record this evaluation in 77.91%
of respondents, while in the group of graduating students it is 79.55%. In addition to the e-learning
teacher, the respondents would also welcome a person from practice. The qualitative evaluation within
the pre-research also confirms that education, which includes an expert from practice, is very attractive
for the examined youth. According to one of the respondents, an expert from practice, in addition to the
teacher, brings to education “the necessary view into reality, into a real-life situation.” Qualitative
interviews with students of the last year of study confirm that these young people are purposeful and
many prepare for their working careers during school and through various other forms of self-education.
What they cannot have and many do not have enough are practical experience. Taking into account the
significance of this factor in education and current online education may bring higher participation of
students in education or their greater satisfaction with the study.

3.3 Online education that encourages activity or challenge

70% 61,74%
60%
50% 38,85%
40%
30% 20,35% 19,11%
20% 14,80% 14,80% 11,76%11,10%
10% 2,28% 4,41%
0%
very dissatisfied dissatisfied sometimes satisfied satisfied very satisfied

Beginning students Ending students

Graph 3. Current student satisfaction with online education that encourages activity or challenge.

Beginner students express a rather neutral attitude (i.e., they are sometimes satisfied) as to whether the
online learning they are currently experiencing encourages them to take action or to challenge. The
given rating is the most common and we record it in 61.74% of freshmen. Older students are also more
skeptical in this case and most often report dissatisfaction, with up to 38.85% of respondents. These
and other findings are illustrated in Graph 3.

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In addition, qualitative findings from pre-research point to students' preference for activities in various social
and political areas; in particular, there is talk of a desire to be involved in environmental protection. There is
also a demand for extraordinary experiences in the research group. Our findings support the challenge as a
suitable support for motivation to learn online. Through the challenge, the teacher, the school class, but also
the whole school can respond to current trends (e.g., to the challenges that young people know from the
Internet) and transform them into smaller initiatives with local links and topics. In addition, the opportunity to
document the whole process and share it on the Internet is a welcome form of self-presentation, which is
another added value of these activities. These challenges tend to be popular in the online world because
they allow for the personal presentation of an individual or group and also serve as inspiration; Challenges
can be found associated with hashtags like #challenge, #challengeyourself, #beforeafter and so on. The
conclusions of our qualitative pre-research also confirm that when addressing students, it is important to
remember that “provoking young people and giving them various challenges is a modern expression of how
to keep their attention and motivate them to participate in the educational process.”

3.4 Online education as a space to strengthen team and project cooperation

100%
80,85%
80% 66,60%
60%
40%
20% 13,23% 18,50%
4,41% 7,40% 1,47%3,70% 0,00% 3,70%
0%
very dissatisfied dissatisfied sometimes satisfied satisfied very satisfied
Beginning students Ending students

Graph 4. Current student satisfaction with online education, which strengthens team and project
cooperation.

In addition to other findings, Graph 4 shows the finding that both beginning and graduating students are
dissatisfied with the volume of team and project collaboration that would take place in a virtual
environment during data collection during the Covid 19 pandemic. In the group of beginning students it
is 80.85% of students and in the group of graduating students it is 66.6% of respondents.
We believe that the prevailing dissatisfaction in the fourth factor examined may have a significant impact
on maintaining students' motivation to study online, influenced by Covid 19. We claim this on the basis
of findings from pre-research, where we have noted, through structured interviews, the emphasis on the
motivational power of non-formal learning, especially in the form of team and project cooperation of
students. Respondents of the pre-research are convinced that even during a pandemic the use of virtual
reality and modern online technologies (e.g., interactive maps, online presentations, etc.), which would
be part of teamwork, can strengthen motivation in education (or at least maintain its status quo).
According to one of respondents teamwork and project collaboration are also “engaging methods in e-
learning through which students can present common ideas and ideas.”

3.5 Use of mobile educational applications in online education

120%
98,49%100,00%
100%
80%
60%
40%
20%
1,47% 0,00% 0,00% 0,00% 0,00% 0,00% 0,00% 0,00%
0%
very dissatisfied dissatisfied sometimes satisfied satisfied very satisfied
Beginning students Ending students

Graph 5. Current student satisfaction with the use of mobile educational applications in online education.

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Graph 5 shows that in 98.49% of cases, beginning students are very dissatisfied with the level of use of
mobile educational applications in online education. We record similar findings in the group of graduating
students, where there is great dissatisfaction with the use of smartphones during e-learning, even 100%,
and therefore among all respondents. These and other findings are illustrated in Figure 5.
In the structured interviews, respondents' ideas for online education, which would include the use of
such a format, are voiced; respondents talk, for example, about the free Udema mobile application,
which contains tens of thousands of educational videos shot by experts in various fields; it is about
education, which covers areas from programming to manual work. Based on qualitative research, it can
be stated that even homework is a welcome form of e-learning through fun mobile applications, i.e.,
tasks that would use applications to teach foreign languages (for example, learning English through
excerpts from familiar situation comedies), applications aimed at solving mathematical problems, but
also online lectures and subsequent quizzes from scientific fields. According to the respondents, the
motivation to study using smartphones is also “measuring and especially comparing the progress of
individuals or groups, which these applications always allow in most cases.”

3.6 Other findings

An interesting finding is a comparison of the values of both research files. Based on this comparison,
we can state that older students are generally less satisfied with the study in the examined indicators
than beginning students; we find less satisfaction of students of the last year in all researched factors.
There can be several reasons, of course. Qualitative interviews suggest that the reason for lower
satisfaction of graduates is fatigue due to the “difficulty of studying in the last year” and frustration with
the pandemic situation, which according to respondents “complicates the situation, makes
communication difficult and does not give hope.” Young people also reflect the pandemic situation in
connection with e-learning. In particular, several graduating students point to a decline in willingness to
help each other “because we are all going through the same things and we have to finish school.”
Another of the graduating respondents talks about solidarity in the first wave of the pandemic
(willingness of students to help and encourage themselves, to sew a veil, to follow measures, etc.),
which has been lost in recent months; or as the respondent states “fear and pessimism are more
prevalent among us students.”
The research literature indicates that among other things, the age is a research variable that interacts
strongly with education process, learning, and the learners [10]. Among students is this claim manifested
in the differences in perceived opportunities afforded by academic studies. Younger students much more
than older university students perceive their studies as an opportunity to have a good time and meet
new people. Older university students in contrast, perceive their studies mainly as a means of
developing personal skills and a career. Also, these differences between groups are visible according
the age in our findings. Age serves in our research as an explanatory variable here, as at different ages
people have different life´s motivations.

4 DISCUSSION
We want to emphasize that the format of our survey did not allow obtaining quantitative data at the level
of representative research. But that was not even our ambition. We consider the findings to be quite
variable, given the nature of the current young generation, which is more than any other generation
before it, ready to respond immediately to various trends and change their attitude, opinion and
behaviour just as quickly under their influence. Therefore, we talk about permanent or persistent trends
in the research group of today's young people as inaccurate, even misleading. Nevertheless, it is
possible to speak of certain phenomena in specific groups of young people, among which certain
specific preferences prevail; however, it should still be emphasized that these can take many forms of
expression. Due to this, each of the identified and evaluated factors in our research, in different
environments and situations, may require a separate analysis and individual approach.
Research should also be carried out in various fields of study, as students' preferences may also differ
due to the nature of the study program. The research would certainly be enriched by the mutual
correlations of the findings based on the gender of the respondents.

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5 CONCLUSIONS
Globalization and its unlimited opportunities on the Internet inspire young people every day with incentives
that massively transcend the boundaries of school, country or culture. The indicated "space" brings a
unique challenge to education in the context of Slovak and world education. It is a challenge to adopt
modern technologies and possibilities as an everyday part of the curriculum, which does not lack innovative
tools that allow you to master a large number of curricula more visually, effectively and more fun.
The implied challenge - the reduction of procrastination due to educational innovation in Covid 19 - was
the subject of this paper. The aim of the research was to identify and evaluate the most important factors
for maintaining students' motivation to study online, influenced by Covid 19.
In the pre-research we managed to identify the most important factors for maintaining students'
motivation to study online, influenced by Covid 19. Through a structured interview with selected students
of the first and last year of full-time study, it also showed that older students can provide a broader
picture of issue and a broader analysis of ongoing phenomena and changes, which significantly enriched
our findings. Younger students, on the other hand, surprised with an excellent overview of modern
trends. The statements and observations of both groups of respondents were used to illustrate some of
the findings within the interpretation of the research.
The main part of the research was based on our own ad hoc quantitative questionnaire, which was
completed by 112 university students from several universities in Slovakia. The questionnaire was used
to evaluate the current level of satisfaction of respondents within the factors we examined. An important
finding is also the fact that end students evaluate the researched factors in all five cases more negatively
than students at the beginning of their studies.
It can be stated that the motivation of the respondents in the study during the pandemic is maintained
by the following five factors:
1 The educator's approach, which leads to a deepening of the partnership approach also in the
online environment: Experts repeatedly confirm the relationship between the learning strategies
that the teacher prefers and procrastination [20], [21], [22]. An even greater appeal must be made
in connection with the first findings of our research, which confirms that in the group of younger
respondents as well as in the group of older and school-leaving students, occasional satisfaction
with the pedagogue's approach during online education prevails. We consider these findings to
be crucial for maintaining students' motivation to study online, influenced by Covid 19, also
because several respondents to qualitative pre-research agree that the approach of a teacher
who leads or does not lead to a deepening partnership in the online environment may be the first,
or one of the first factors influencing the existence of procrastination among students.
2 Education involving a practitioner: In both research groups, respondents show great
dissatisfaction with the low participation of practitioners (in addition to the teacher) in online
education. The clarification of this dissatisfaction is heard in the qualitative preliminary research.
In the interviews, students state that the real-life situations presented by an expert from practice
are always very attractive for young people, because it is something they do not yet experience
and which awaits most of them only after graduation. Moreover, experts proved that a view of
success that emphasizes practical skills or knowledge from practice can renew interest in a
particular topic of education, but also the whole study. In addition, understanding the paths to
success (also through practitioners) helps the student among other things in formation of life
planning [23]. Significant dissatisfaction, measured in this factor, is also related to the awareness
of e-learning possibilities, which according to students increased enormously during the
pandemic; “At least in that” in the classroom “any practitioner can be online via the Internet in a
few seconds.” N. Selwyn also reminds that the main characteristics of the Internet significantly
strengthen the positive perception of education, because they are closely related to the basic
interests of education. Both the Internet and education, for example, deal with the exchange of
information, communication or the creation of new knowledge and experience [24]. Finally, a well-
thought-out and functional system of cooperation with experts and practitioners in the field of
education, and currently in the field of online education, is a welcome and, thanks to technology,
also current (less financially or time-consuming) demanding element. Taking into account the
significance of this factor in education and current online education (in the context of measured
significant dissatisfaction of respondents at the time of data collection) may bring higher
participation of students in education or their greater satisfaction with the study.

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 3 Online education that leads to a specific activity or challenge: According to respondents from the
first year of study, occasional satisfaction with the presence of activities or challenges in the
current online education prevails. Graduating students are dissatisfied. Tvrdoň et al. warn that
”environment significantly affects the ability of students to fulfil school obligations” [25]. The
findings are a negative surprise, precisely because even in this case the nature of the Internet
helps e-learning [24]. Digitization and virtualization are part of the teaching, and e-learning is
constantly updated, improved and progressed during the pandemic. Media theorist Marshall
McLuhan understood this more than forty years ago, when he said that the Internet and new
media “are not bridges between man and nature - they are nature.” [26, 14]. It is therefore natural
that activities and challenges pass from schools (from classroom teaching) to the human world.
Online education, which leads to a specific activity or challenge, is therefore a natural part,
continuation and practical implementation of education.
4 Strengthening team and project cooperation also within the framework of virtual reality:
Respondents of both groups express dissatisfaction with the amount of current team and project
online cooperation in the questionnaire. This dissatisfaction may also have an impact on
maintaining students' motivation to study during a pandemic, which, in addition to the findings of
the questionnaire, is confirmed by the views of students obtained through structured interviews in
the pre-research. The researched students emphasize the motivational power of non-formal
learning, especially in the form of team and project cooperation of students. In this case, too, it is
the Internet that gives education the opportunity to “endlessly” connect everyone and everything
with everyone, as it reduces barriers to place, space, time or geography, giving individuals access
to high-quality learning opportunities and the provision of education regardless of local conditions.
As a result, e-learning does not have to be synonymous with autonomous or isolated learning
[16]. In times of pandemic, education may be less autonomous thanks to technology that has
removed the physical separation of students or teachers and has brought, among other things,
the opportunity for creative enrichment, comparison of skills and growth, or collaboration.
5 The use of mobile educational applications also in online education: In our research sample, new
media, including mobile phones, are repeatedly mentioned as necessary stimuli in education. Our
findings do not correspond to research that suggests that mobile phones do not support (full-time)
teaching in the classroom, their use during the class is not related to the content of the classroom,
or serves as a potential for learning disruption [27]. This then relates to the disruption of students'
attention, and in particular to pro-procrastinating students, whose attention is easily diverted to
activities other than study [14], [15]. That is why we state that the use of smartphones in education
is certainly a challenge. On the other hand, in the context of our findings, there is an interesting
research that focused on the preferences of young people in e-learning, and emphasizes the
positives of using smartphones in the education. The results show that the use of mobile
educational applications in online education is preferred by 309 young Slovaks to 185 of them
(i.e., 60%). Therefore, young people have several applications in their smartphones, through
which they acquire new skills or knowledge and which they use whenever it suits them [28].
We believe that the negative assessment of "great dissatisfaction" in both of our research groups will
not go unnoticed, as the inclusion of smartphones in online learning, as confirmed by our research, may
increase students' motivation to study. Experts argue in favor of this statement, emphasizing that
academic procrastination is primarily a motivational problem, which carries a message far greater than
the poor time management skills or laziness of the student [12], [15], [16], [29]. Research findings
confirm that if a student has internal motivations and reasons for performing academic tasks (e.g.,
through so-called smartphones), students procrastinate less [29].
The theoretical background and own research presented in the article tried to bring a view of education
into the researched issue, which does not ignore the latest trends, but on the contrary, works with them
and actively involves and uses them in the educational process. We are convinced that the education
of the young generation thus acquires not only an educational and formational character, but also
becomes attractive. The premise of not only more successful memorization of knowledge, but also their
more willing application in the practical life of today's young generation is growing exponentially.

ACKOWLEDGEMENT
This article was published with the support of the Slovak Research and Development Agency under the
contract No. APVV-17-0158.

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