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.
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.
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.
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 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.
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.
In recent years, xMOOC, one-way knowledge transfer have been replaced by cMOOCs which allow users to co-create knowledge. Substantive discussion forums are mainly used for this purpose. However, students use forums for more than just this type of collaboration. The aim of the study was to analyze the purpose and extent to which students enrolled in 208 MOOC courses posted on the Polish “Navoica” platform use discussion forums and how MOOC authors encourage or discourage students from participating in substantive forums. Introductory and organizational forums were excluded from this study. Discussion forums user activity on substantive issues was low. Findings of this study support findings included in the research conducted in other regions of the world. 11% of studied courses did not include discussion forums; in 31% of forums there were no posts; in 15% of forums there were a few to a dozen of posts; and in 28% of MOOCs there were entries predominantly about organizational matters. In only 15% forums there were more than 25 posts. Students, including those enrolled in language learning courses, rarely posted on forums. Number of posts did not correspond to number of participants, number of certificates issued, or popularity of the course. Participants’ activity was usually triggered by question inspiring expression of their opinion, self-promotion, commenting on colleagues’ entries, and also by course coordinator’s participation in the discussion. Participation of Polish MOOCs platform users in discussion forums deserves further research to promote development off first and second key competences, i.e., Literacy competence and Multilingual competence. The main results may be generalized to the entire MOOC-user population.
The aim of the research study was to examine the subjective feelings of Polish and Czech teachers regarding the introduction of artificial intelligence in school. The partial goal of the research study was to find out whether there is a difference between the views of Czech and Polish teachers on the introduction of the use of artificial intelligence in schools. To achieve the research goal, we decided to use a qualitative research. The semi-structured interview method was used with Czech and Polish primary and secondary school teachers. As part of the research, it was found that Czech teachers fear the advent of artificial intelligence and its use in education, especially that students will “abuse” AI to cheat and plagiarize. This phenomenon was not detected among Polish teachers. They rather perceived artificial intelligence as a help for teachers; respondents from the ranks of Polish teachers already had their first experience with the use of artificial intelligence. Among Czech teachers, there are also those who work with chatbots and perceive them as a tool that helps them reduce their workload and make their work more efficient. Most Czech teachers see the introduction of artificial intelligence in schools as inevitable and realize that their task is to teach pupils to use AI effectively. Also, Polish teachers believe that with the advent of artificial intelligence, the role of the teacher is changing; the teacher is expected to be a guide for the student to learn about the effective use of artificial intelligence. Teachers, both Czech and Polish, are also aware that the teaching system will also have to change with the arrival of AI in schools. Pupils will need to be assigned different types of tasks than before, i.e., ones that AI will not create for them.
This pilot study investigates the use of ChatGPT by university students in the context of foreign language learning. Drawing on a mixed-methods approach, the research examines how English and Romance Philology students incorporate the AI tool into their academic routines, both within and beyond the classroom. Quantitative data collected via questionnaire reveal that students most frequently use ChatGPT in out-of-class contexts, particularly for writing, vocabulary development, and grammar correction. Statistical analysis shows a significant preference for autonomous use over classroom-based application. Qualitative responses further indicate that while students appreciate the tool’s versatility and efficiency, they remain critically aware of its limitations, including occasional factual inaccuracies, mechanical style, and ethical concerns. The findings are interpreted through the lenses of Self-Directed Learning Theory, the Technology Acceptance Model, and Constructivist Learning Theory, suggesting that ChatGPT functions primarily as a complementary learning-support tool. The study concludes with pedagogical recommendations and proposes directions for future research, highlighting the need for AI literacy and teacher guidance in contemporary language education.
The study presents a comprehensive analysis of e-learning course activity on the Moodle platform at the Faculty of Science and Technology, University of Silesia. The primary objective was to evaluate the structure, engagement, and digital resource usage of online courses across various academic disciplines. The dataset, collected prior to the platform’s archiving process, included variables such as student enrollment, instructor login frequency, and the size of uploaded teaching materials. Descriptive statistics and non-parametric tests (Kruskal–Wallis, Mann–Whitney U) were employed to assess differences between fields of study and the impact of course visibility on instructor engagement. Additionally, time series analysis using linear regression was conducted to identify trends in course creation and instructor participation from 2012 to 2024.The findings reveal significant disparities in course activity across disciplines, with some fields showing high student numbers and resource intensity, while others exhibited prolonged instructor inactivity. Contrary to expectations, course visibility did not significantly influence instructor engagement. A positive, though marginally significant, trend was observed in both the number of courses and instructor involvement over time, with a notable increase in 2020 due to the COVID-19 pandemic. These insights underscore the need for customised strategies in digital course management, supporting institutional efforts to enhance the quality and sustainability of e-learning environments.
The current research focuses on the effects of Avatar-Based Storytelling within a metaverse-type environment on the learning performance, engagement, and emotional-social experience of primary school students within science education. In Poland, a quasi-experimental pre-test post-test control group design was used with 50 students aged between 8 and 12. Because it was conducted on an experimental basis, the first group experienced a two-week intervention, in which avatars used interactive science scripts, while the second group interacted with the same content via conventional digital media. The results of pre- and post-tests, as well as the engagement survey, showed that learning and engagement in the experimental group improved significantly (p < .001). Data from the focus group interviews in the form of qualitative results showed that the participants perceived avatars positively as credible and relatable characters that evoked emotions. The findings contribute to the positive view that short-term avatar-based narratives can support improvements in cognitive performance, motivation, and emotional bonding of virtual learning contexts. Discussions on the implications of immersive pedagogy and directions for future longitudinal research are provided.
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.
Higher education institutions face increasing pressure to equip students with the competencies needed to address complex sustainability challenges. Game-based learning (GBL) offers a promising approach to engaging students and fostering the development of knowledge, skills, and attitudes required for sustainable development. This study examines the potential of the SEED simulation game, designed using the Octalysis Framework, to improve sustainability education. A mixed-methods study was conducted with 45 university students who participated in the SEED game and completed a post-game evaluation questionnaire. Quantitative analyses included descriptive statistics, correlations, and principal component analysis of motivational factors. Qualitative feedback was also analysed thematically. The results indicate that the SEED game fostered moderate to high levels of student engagement, motivation, and perceived sustainability knowledge gains. Development & Accomplishment and Social Influence & Relatedness emerged as the most effective motivational drivers. A strong positive correlation was found between engagement and motivation. Students particularly valued the game’s realism, personalization, and opportunities for social interaction. The findings underscore the value of integrating well-designed simulation games into sustainability education, especially for new generations who have specific learning preferences. They also highlight key considerations for future game design and educational practice, including the importance of transparent feedback mechanisms and addressing diverse learner expectations. This study contributes to ongoing efforts to leverage gamification to support transformative learning for sustainable development, highlighting benefits for students in terms of engagement and motivation, and for teachers who gain an innovative tool to explain complex sustainability issues. These findings are in line with similar experiences reported at European universities.
This research aims to explore blended learning (basic requirements and knowledge) and accounting students’ success after COVID-19 among graduating students in Oman. Furthermore, this study examines how blended learning (BL) effectiveness acts as a mediator between the BL basic requirements and the success of accounting students, as well as between the BL basic knowledge and the success of accounting students. A quantitative research methodology was employed to collect data for this study, using a questionnaire distributed through WhatsApp and email to students attending various universities in the Sultanate of Oman. Following that, the researcher analyzed the data using partial least squares structural equation modeling (PLS-SEM). The study found that the BL basic requirements have a positive impact on accounting students’ success. It also showed that BL basic knowledge has no significant relation to accounting students’ success after COVID-19. The findings also show that there is a mediating effect of BL effectiveness between BL basic requirements and accounting students’ success after COVID-19. Limited generalizability exists because the respondents were restricted to Oman. Future research could expand the sample by including participants enrolled in non-accounting courses. The study highlights the importance of delivering both online and face-to-face learning and a range of online activities. This study emphasizes how students engage with and participate in a BL accounting course.
Recent laboratory-based research increasingly explores the use of virtual reality (VR) technology in education. While these studies confirm the potential of VR tools, they often overlook the challenges educators encounter in real-world implementation, potentially hindering the broader adoption of VR. Our study employs collaborative and analytic autoethnography of five educational event organizers in social VR to address this gap. We identified limitations in the use of social VR related to discomfort and low accessibility of head-mounted displays, the non-inclusivity of platform features, the risk of reduced educational content quality, and the need to acquire new digital skills. Organizers experienced significant responsibility and stress from managing technical and formal issues, impacting their well-being and increasing workload. Nevertheless, they also reported a strong sense of purpose and personal development, which reinforced their academic identity. Despite the challenges of organizing events in this immersive environment, organizers experienced significant professional growth. Their involvement not only enhanced their skills but also fostered valuable collaborations across academic institutions, cultivated community, and promoted inclusivity in education. To address social VR limitations in higher education and mitigate negative impacts on organizers, the authors provide recommendations for educators.
The article presents a discussion on the application of e-learning in education of prisoners in Portugal. Today, e-learning has already become a significant complementation and extension of the current education offer. Avoiding application of modern technologies in education may lead to intensification of digital, social, educational and economic disparities in the society. There are also threats of complete digital exclusion of some social groups. One of those groups is formed by people serving their imprisonment sentences. A serious problem in offering the opportunity to benefit from e-learning to this particular group pertains to infrastructural disparities and availability of computer equipment and access to the Internet. Furthermore, considering the specificity of penitentiary institutions, security becomes an important issue as well. In Portugal, education of prisoners, including e-learning, has been focused on the context of life-long learning. Modern tools have been created and applied in education of prisoners and their learning processes. The projects, such as EPRIS@@ and Open University have been already in operation for some time. They can be an inspiration for prison staff members in other countries. The aim of the article is to show the solutions pertaining to e-learning dedicated to prisoners applied in Portugal as an example of the successful use of new technologies in education of convicts. The research methods include a case study. The techniques applied in the research include document analysis, a free-form and question-targeted interviews. The following research problems have been formulated: What solutions in the field of e-learning dedicated to prisoners are applied in Portugal and how are they implemented? What are the objectives of the discussed projects? How does the course of the learning process look like, with the consideration of the applied tools? What problems are presented to prisoners? What are the weaknesses and strengths of the applied solutions? How is the evaluation of the learning outcomes achieved? What does the innovative character of the solutions applied in the field of e-learning dedicated to prisoners consist in? In order to collect the discussed material, the analysis of content, statistical data and interviews with educators working with prisoners have been used. The materials referred to in the article were collected in 2022, in the Institute Piaget and the Open University of Porto in Portugal.
The article addresses the issue of digital competences observed among English teachers in the context of the post-Covid classroom covered by the time frame from September 2022 to 2023. In order to check the level of teachers’ professional digital competences, also known as TPDC, who, according to the current state of research showed a complete lack of such skills in the first period of the pandemic, the retrospective interview was conducted. Next, in September 2022, when the first school year without any Covid-19 restriction began, the teachers underwent a detailed analysis of their competences via a questionnaire based on the European Framework for the Digital Competence of Educators (DigCompEdu), allowing them to self-mark (un)used digital skills during language lessons. Additionally, the teachers’ state of knowledge and skills from this period was compared with their competences at a later stage, in September 2023, to check the impact of such factors as time, previous experience in using the skills and trainings completed on teachers’ functioning in the classroom. The study was composed of four teachers representing two primary schools in Poland. It turned out that the respondents’ knowledge and use of modern technologies was negligible in the first period of the pandemic, as assumed, while their digital competences acquired later on were a matter of time and result of the courses attended. As the study participants reflected different levels of skills, distributed unevenly over time, three different trends in teachers’ (non)development of the above-mentioned competences were outlined. In addition, the profiles of teachers participating in the study were constructed in line with the lists of determinants of teachers’ digital proficiency proposed by the European Framework for the Digital Competence of Educators (DigCompEdu). Following the research findings, it is not teachers’ age, seniority or degree of professional promotion at school that influences their digital skills, but rather their basic knowledge, education and additional functions performed in an institution that immediately impacts the level of modern technology competences. It is recommended to expand the research to measure the competences in question on a larger research sample, as well as look at the very classroom situation from the point of view of real skills (un)used by teachers during language instructions
This study is an attempt to determine major impact of technology on women’s empowerment in present era. To determine the impact of technology, it is important to know the awareness level and the adoption rate of technology among Indian women. This study will also help in finding out various problems/challenges faced by women and new insights gained by women while using technology. This will also support Indian government in making favourable policies and innovative schemes for women to provide more technology driven power. The structured questionnaire is designed and circulated to 120 women of semi urban areas of Udaipur district, Rajasthan, based on convenience sampling. 83% of the total questionnaire distributed are found complete for research purpose. Data analysis reveals that after technology in any form it is mostly used by educated women who are between the age of 25–50, and are house makers. The majority of women have purchased new devices such as smartphones, desktop computer/laptop and tablets for different reasons for doing work from home, entertainment, travel, learning, trading, etc. It is visible from the study that the majority of women have no or insufficient knowledge about ethical guidelines/code of ethics regarding cyber security. Unfortunately, women restrict themselves to use technology because of severe technical issues, lack of privacy, gender discrimination and digital divide. Other reasons such as domestic issues, overburden of responsibility, low literacy rates, non-participation in decision making, etc., are few other reasons behind a lower adoption of technology by women. These factors are responsible for smaller interaction of women with the technology and thereby creating stumbling block in empowering women digitally. Strong support of family members, government, policy maker and educational institutions can encourage women empowerment. There is an urge to devise and implement various awareness e-training and support programs for women all over the nation. Strengthening norms for cyber security will add more power and innovation to technology use. Economic and psychological impact of Demonetisation and pandemic COVID-19 have brought tremendous changes to the lives of common man. The new prefix “e” to each and every word has new meaning “empowering entire earth electronically”. Hence, empowering women has become the top priority of each and every nation.
The article analysed the main reflections presented by experts from different countries in the area of AI in education, who participated in the round table debate “E-Learning and Enhancing soft skills: Contemporary Models of Education in the era of Artificial Intelligence”. The agenda included three topics: 1) E-learning and enhancing soft skills: contemporary models of education in the era of artificial intelligence; 2) Good practice examples using AI in education for soft skills development; 3) AI – perspectives and challenges of its use in education. The conclusions of the round table lead to the reflection that integrating AI and robots can enhance soft skills development and revolutionize education by creating personalized, efficient, and inclusive learning environments. AI offers benefits like task automation, real-time feedback, and support for diverse needs. However, challenges such as equity, privacy, bias, and ethical concerns must be addressed. Success requires adequate teacher training, a focus on equity and accessibility, ethical considerations, strong data protection, and maintaining human interaction and creativity. By addressing these challenges thoughtfully, education systems can fully harness AI’s potential to improve learning outcomes.
