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.

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.