## 5 Discussion
### HMsAM Effects  
#### 5.2.1 Cognitive Absorption  
The results of the present study focused on evaluating differences in the effects of cognitive absorption (enjoyment, control, focused immersion, temporal dissociation, and curiosity) between students who used Microsoft Copilot (Microsoft Copilot) and instructional videos to practice web programming, revealed that curiosity showed a significant difference in favor of the group that used videos over those who used generative artificial intelligence under the Microsoft Copilot model. This finding aligns with prior research that highlights the role of structured multimedia resources in stimulating intrinsic interest [35; 36; 47]. Most likely, curiosity, as the foundation of exploratory learning, was favored by instructional videos due to their ability to reduce extraneous cognitive load [85]. By integrating visual and auditory elements sequentially, videos facilitate the formation of coherent mental schemas, allowing students to focus on the logic of the code without informational overload [44]. This structured instructional design focuses attention and generates a sense of progressive competence, which is key to sparking curiosity [32]. For example, pausing and reviewing complex segments empowers students to explore concepts at their own pace, fostering self-directed curiosity [28]. In contrast, interaction with a generative artificial intelligence like Microsoft Copilot, while offering immediate feedback, may introduce beginner uncertainty by requiring the formulation of precise questions and the critical validation of responses generated by artificial models--processes that demand metacognitive skills still under development [38]. This dynamic could inhibit curiosity by being perceived as an obstacle to autonomous exploration. Regarding the other constructs, such as enjoyment, control, focused immersion, and temporal dissociation, no significant differences were found between the groups. However, relevant trends were observed. In terms of enjoyment, videos scored slightly higher, suggesting that audiovisual storytelling might generate greater satisfaction by engaging emotional stimuli [91]. In terms of control, both methods showed similar levels, indicating that the flexibility of videos (pausing, rewinding) and the interactivity of Microsoft Copilot address different needs for autonomy. Although not statistically significant, focused immersion and temporal dissociation reflected that both approaches require comparable sustained attention, a critical aspect in programming environments [31]. These findings have significant pedagogical implications. Instructional videos emerge as effective tools for fostering curiosity in the early stages of learning, where clarity and structure are prioritized. However, Microsoft Copilot could be integrated into advanced stages, where students, already familiar with basic concepts, require personalized feedback for complex problems [42]. In response to the research question: Are there differences between students who practice web programming using Microsoft Copilot and those using instructional videos regarding cognitive absorption effects: enjoyment, control, focused immersion, temporal dissociation, and curiosity? We can state that only curiosity significantly differed in favor of the group that used videos. This result suggests that videos better foster intrinsic interest by structuring content clearly and through multisensory means. In contrast, no significant differences were found in the other constructs. This indicates that while structured multimedia resources enhance curiosity, different dimensions of cognitive absorption may depend on contextual factors or individual preferences. Future research should explore hybrid models that combine both methodologies, adapting to student profiles and experience levels. It should also assess the long-term impact of curiosity on the retention of technical skills.