Conclusions
In this paper, the results of a survey on the impact of educational intervention on university students' knowledge and perception of hydrogen technology were presented and discussed. The study hypothesized that educational intervention affects positively both the university students' knowledge and their perception of hydrogen technology. The results of the study support the hypothesis. They suggest that the average number representing the students' knowledge increases by 0.69…1.74 units on the 6-point Likert scale between the preassignment and the post-assignment conditions. The corresponding increase of the number representing the students' perception is 0.33…1.28. Both of the above ranges depend on the topic of knowledge and the opinion statement. The largest changes took place in the students' knowledge on hydrogen safety and their willingness to acquire a hydrogen system in their homes. The smallest changes occurred in the students' knowledge in chemical reactions of hydrogen and their perception of the reliability and economy of hydrogen systems. The correlation between the given topics of knowledge and the given opinion statements was observed minor or even meaningless, particularly in the pre-assignment analysis. Instead, the number of statistically significant correlations tripled in the post-assignment analysis in comparison with the pre-assignment analysis, provided that the corresponding topics of knowledge were included in teaching. For example, a connection between the students' knowledge in hydrogen production, storage and safety and the students' willingness to acquire hydrogen technology in individual use was revealed during the teaching activity. Somewhat unexpected connections between knowledge and opinions were also found. For example, the pre-assignment data indicated that the more the student knows about hydrogen safety, the more economic he or she considers a hydrogen-based energy system in comparison with the present energy system.
