Perceived usefulness (PU) is one of the most important determinants for the acceptance of technologies as it strongly influences both the intention to use and the actual use of the technology. As large language models (LLMs), such as ChatGPT, are increasingly used in higher education, it is important to understand what factors influence students’ perceptions of the usefulness of LLMs for academic learning. Based on the Technology Acceptance Model (TAM), this study investigated the role of relevance to academic learning, perceived enjoyment, and perceived ease of use (PEOU) on students’ perceptions of the usefulness of LLMs. The study involved 102 students from a Croatian university. The data were analyzed using Spearman correlation and multivariate regression analysis. The correlation analysis showed that all three factors had a statistically significant positive correlation with the perceived usefulness of LLMs. However, the regression analysis showed that only relevance to academic learning and perceived enjoyment of using LLMs for learning were significant positive predictors, while perceived ease of use played a minor role. Together, these two variables explained 71.8% of the variance in students’ perceptions of the usefulness of LLMs. The results emphasize the importance of identifying the factors that shape students’ perceptions of the usefulness of LLMs as they are an important predictor of intention to use the technology. The findings suggest that there is a need to develop LLM-based tools that are pedagogically relevant and engaging for students and that can serve as guidelines for their successful integration into higher education.

This study presents a comparative analysis focused on the use of artificial intelligence (AI) among students of Pedagogy in the Czech Republic and Poland. The aim of the research is to compare how Czech and Polish students use AI in both their academic and personal lives.The research was conducted using a quantitative method through a structured questionnaire (25 closed-ended questions) distributed across five universities in both countries (a total of 275 pedagogy students participated in the research, 130 from Poland and 142 from the Czech Republic) during May and June 2025. Data analysis was carried out using the chi-square test of independence. The research findings show that AI has already become a common part of academic life for pedagogy students in both countries. The majority of respondents reported using AI regularly, with Polish students showing a slightly higher frequency of use than Czech students. Students most commonly use AI for information retrieval, creating presentations, writing academic papers, translation, grammar checking, and understanding complex subject matter. Students perceive AI as beneficial for their future professional practice, and most express an interest in further education in this area. At the same time, they are aware of the risks associated with AI use-particularly ethical and informational risks – and in most cases, they verify AI-generated outputs through other sources. The research also revealed differences between students in the two countries-for example, in the frequency of AI use in practical teaching, in the level of perceived awareness, or in attitudes related to AI use (such as feelings of guilt). The conclusions of the study underscore the need for the systematic integration of AI into education, including training on its risks, and the support for developing students’ digital competencies in an international context.

In an era of constant digital multitasking, Generation Z learners struggle to maintain attention and memory during study and lecture-based learning. Although heavy social media use and technology-driven distractions are linked to poorer academic outcomes, emerging evidence suggests that low-cognitive-load digital activities – such as casual games, electronic fidgets, and brief micro-breaks – may help sustain engagement. This scoping review maps research published between 2010 and 2025 on digital micro-breaks, fidgeting tools, and other low-demand activities in learning and work contexts. Following PRISMA-ScR guidelines, 33 studies across 31 articles were identified through database searching and citation chaining. Evidence shows that short, low-effort, volitional activities can restore attentional resources, reduce fatigue, and improve affect without harming concurrent task performance, especially when compared with more demanding or externally imposed digital interruptions. Micro-break and recovery studies highlight the benefits of brief restorative activities, while research on digital fidgets points to the self-regulatory value of rhythmic, repetitive interactions. Broader work on parallel digital activity emphasises that timing, context, and volition critically shape outcomes. Overall, findings suggest that purposefully designed low-cognitive-load games or tools may act as attentional supports, helping learners resist more disruptive cyberloafing. However, the literature remains fragmented, with inconsistent results for memory and limited research directly focused on educational settings. Future work should trial experimental prototypes of “mindless” mobile games for Gen Z learners, examining task type, timing, and individual differences to determine whether such interventions can enhance learning while mitigating distraction.

In the rapidly evolving field of education, e-learning has become an essential tool for sharing knowledge and skills. However, the success of e-learning solutions mainly depends on how effectively they meet users’ needs and expectations. Designing the User Experience (UX) is a crucial aspect of developing e-learning products. To incorporate UX strategies into projects, clear understanding and communication are vital among Instructional Designers (IDs), stakeholders, and Subject Matter Experts (SMEs). This article explores this relationship, focusing on the connection between UX and Instructional Design (ID) in e-learning projects. By examining the principles and practices that create effective UX in ID, we aim to recommend strategies that boost learner engagement, satisfaction, and overall educational outcomes. Through detailed analysis of current trends, case studies, and expert insights, a tool has been developed to help interpret UX elements during e-learning project development. The goal of this article is to create a roadmap for educators, designers, and developers committed to producing impactful, user-centered e-learning experiences. Additionally, it seeks to develop and validate a tool to assess Instructional Designers’ approach to stakeholder discussions when beginning an e-learning project. It also aims to propose a model to evaluate how much project planning emphasizes UX design.

This article presents a qualitative case study of a Scratch-based simulation project created by a primary school student during a period of remote learning. The study explores how designing a simple agent-based model in a visual programming environment can support the development of digital and computational competences. The analysis draws on three sources of data: the Scratch artefact, competition documentation, and a retrospective semi-structured interview with the project’s author. The findings indicate that constructing the simulation helped the student develop key computational practices – such as decomposition, iterative refinement, and problem-solving – and enabled her to explore causal relationships within a simplified model. The project demonstrates how accessible programming environments can facilitate constructionist learning by engaging learners in designing and testing executable artefacts. The results further suggest that simulation-based projects can enrich remote and hybrid education by providing opportunities for active experimentation and reflective analysis. The study’s main limitation is its single-case design, which narrows the scope for generalisation. Further comparative and longitudinal research is needed to assess wider educational impact of student-created simulations.

Integrating technology-enhanced resources and activities into university curricula necessitates a restructuring of teaching programmes. To achieve a synergistic effect, conventional methods should be replaced with active learning approaches that provide students with innovative, engaging, and collaborative ways of building knowledge suited to contemporary society. Virtual reality (VR) is among the technological innovations expected to transform education into interactive and immersive learning environments. This paper investigates whether integrating VR into university courses can, in students’ opinions, increase their interest in a deeper understanding of complex phenomena, and whether it may translate into greater engagement and improved achievement of learning outcomes. The challenges of implementing such instructional design are examined through an analysis of survey responses from bachelor’s and master’s students at Gdańsk University of Technology (Gdańsk Tech), collected in June and July 2025.

As a result of globalization, European universities now attract students from all over the world, enriching the campus community with their different backgrounds and perspectives. However, they frequently face challenges to involvement and well-being due to language obstacles, cultural mismatch, and social isolation. The new trends of innovative tools, immersive technologies like AR and VR, have arisen to meet these problems head-on. Immersive technologies have the potential to improve learning experiences, facilitate more culturally and linguistically inclusive instruction, and impact the motivation, engagement, and overall health of international students. This theoretical study delves into these themes, giving the theoretical aspect of this domain. The paper analyses current literature in a thematic manner within the European context, specifically focusing on Italy, drawing on sociocultural theory, cognitive load theory, and self-determination theory. Additionally, it highlights important difficulties and solutions for using immersive technology in multicultural classrooms. The results show that when created with inclusivity in mind, AR/VR spaces have the ability to revolutionize universities by promoting psychological safety, intercultural competence, and deep learning.

The 17th edition of the International Scientific Conference, “Theoretical and Practical Aspects of Distance learning” DLCC2025 (www.dlcc.us.edu.pl) was held under the theme “E-learning & Interactive Learning. Generative Artificial Intelligence (GAI), Gamification and Immersive Technologies (AR/VR) in Educational Practice and Research” on October 15th and 16th, 2025, at the University of Silesia in Katowice. It was organised by the Faculty of Arts and Educational Sciences in Cieszyn, Faculty of Social Sciences, the Faculty of Computer Science and Materials Sciences in Sosnowiec, the Institute of Pedagogy, and Institute of Computer Science, University of Silesia in Katowice, Poland.