Táto štúdia predstavuje porovnávaciu analýzu využívania umelej inteligencie (AI) medzi vysokoškolskými študentmi v Českej republike a Poľsku. Cieľom výskumu je porovnať, ako českí a poľskí študenti využívajú AI v akademickom aj osobnom živote.

Výskum bol realizovaný kvantitatívnou metódou prostredníctvom štruktúrovaného dotazníka (25 uzavretých otázok), ktorý bol distribuovaný na štyroch univerzitách v oboch krajinách (n = 239; Česko: 109, Poľsko: 130) v máji a júni 2025. Analýza dát bola vykonaná pomocou chí-kvadrát testu nezávislosti.

Výsledky ukazujú, že AI sa už stala bežnou súčasťou študijného života študentov v oboch krajinách. Väčšina respondentov uviedla, že AI používa pravidelne, pričom poľskí študenti vykazujú mierne vyššiu frekvenciu využívania ako českí. Študenti najčastejšie využívajú AI na vyhľadávanie informácií, tvorbu prezentácií, písanie seminárnych a diplomových prác, preklad, kontrolu gramatiky a porozumenie zložitým témam. Vnímajú AI ako užitočný nástroj pre svoju profesijnú prax a väčšina z nich prejavuje záujem o ďalšie vzdelávanie v tejto oblasti. Zároveň si uvedomujú riziká spojené s používaním AI – najmä etické a informačné riziká – a vo väčšine prípadov overujú výsledky získané pomocou AI aj z iných zdrojov.

Výskum taktiež odhalil rozdiely medzi študentmi oboch krajín – napríklad v frekvencii využívania AI v praktickej výučbe, v úrovni informovanosti alebo v postoji k používaniu AI (napríklad pocit viny). Závery štúdie zdôrazňujú potrebu systematickej integrácie AI do vzdelávania, vrátane výučby o rizikách a podpory rozvoja digitálnych kompetencií študentov v medzinárodnom kontexte.

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.

V dôsledku globalizácie teraz európske univerzity priťahujú študentov z celého sveta a obohacujú univerzitnú komunitu o ich rôzne zázemie a perspektívy. Často však čelia výzvam v oblasti zapojenia a blahobytu v dôsledku jazykových prekážok, kultúrneho nesúladu a sociálnej izolácie. Nové trendy inovatívnych nástrojov, imerzívnych technológií ako AR a VR, sa objavili, aby sa s týmito problémami priamo vyrovnali. Imerzívne technológie majú potenciál zlepšiť vzdelávacie skúsenosti, uľahčiť kultúrne a jazykovo inkluzívnejšiu výučbu a ovplyvniť motiváciu, angažovanosť a celkové zdravie zahraničných študentov. Táto teoretická štúdia sa ponára do týchto tém a poskytuje teoretický aspekt tejto oblasti. Článok analyzuje súčasnú literatúru tematicky v európskom kontexte, so zameraním na Taliansko, pričom vychádza zo sociokultúrnej teórie, teórie kognitívnej záťaže a teórie sebaurčenia. Okrem toho zdôrazňuje dôležité ťažkosti a riešenia pre používanie imerzívnych technológií v multikultúrnych učebniach. Výsledky ukazujú, že ak sú vytvorené s ohľadom na inkluzívnosť, priestory AR/VR majú schopnosť revolúciu na univerzitách tým, že podporujú psychologickú bezpečnosť, interkultúrnu kompetenciu a hlboké učenie.

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.

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.

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.

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.

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.