<p>Advancements in technology have significantly diversified online learning models, particularly through the rise of videoconferencing, which allows students to collaborate in ways that mimic face-to-face interactions. However, fostering trust among students in online environments remains a challenge, and existing methods to enhance trust through technology are limited. This study aims to explore how traditional and virtual reality-based videoconferencing can be leveraged to enhance trust between students through the lens of social presence theory. An experiment was conducted with 144 university students who participated in videoconferencing sessions using either 2D platforms (<i>Zoom</i>) or virtual reality conferencing (<i>VRChat</i>). The study examines the effects of different videoconferencing technologies on social presence, interpersonal attraction, and trust among students. Findings revealed that students who used virtual reality for videoconferencing experienced a higher level of social presence, which in turn enhanced both interpersonal attraction and trust among them. The increase in interpersonal attraction contributed to stronger trust between students. Additionally, social interaction anxiety moderated the relationship between social presence and interpersonal attraction, with students having higher social interaction anxiety reporting higher levels of interpersonal attraction. These results suggest that virtual reality technologies can effectively enhance trust among students in online collaborative environments.</p>