## 5 Discussion
A higher number of correlations are observed when the entire sample is analyzed together. The relatively small sample size in each group could reduce the statistical power to detect significant correlations. As a result, in the separate group analyses, only the strongest correlations may be detected, and many potential relationships between variables might go unnoticed due to data variability and the smaller number of participants. This could be further explored in future studies with larger sample sizes to gain a deeper understanding of these relationships. In light of this, the analysis of the correlation matrix reveals several significant findings. A total of twenty-three correlations are statistically significant when using the sample of the three experimental groups, indicating meaningful relationships among variables. One of these significant correlations is between the knowledge acquired after using the applications (know) and ease of use (US#1). This suggests that when users interact with these technologies, the ease of use enhances their learning process. However, when the samples are analyzed separately, this correlation is not observed. As mentioned above, this correlation could be further explored in future studies with larger sample sizes. Notably, the correlation between \"I have adapted quickly to the application\" (US#2) and \"I have focused more on the task than on the interaction mechanisms\" (US#3) is significant across all of the three groups analyzed separately. This suggests that participants who adapt more quickly to the different applications tend to focus more on the task itself, rather than on the interaction mechanisms. Furthermore, according to Table 9, in addition to the above correlations, there are four other significant correlations when the groups that used Quest 2 and Quest 3 are analyzed separately. They are as follows:  
* Correlation between \"I have focused more on the task than on the interaction mechanisms\" (US#3) and \"The application is easy to use\" (US#1). This significant correlation suggests that users who find the MR applications easy to use are more likely to focus on the task rather than on the mechanisms of interaction. This implies that ease of use may lead to a smoother, more intuitive experience, allowing users to concentrate on the primary objective of the application instead of struggling with interaction. * Correlation between \"I believe I have learned from this application\" (SA#4) and \"The application is easy to use\" (US#1). This significant correlation indicates that participants who found the MR applications easy to use were more likely to report having learned from it. This suggests that a seamless and intuitive user experience not only improves usability but also fosters a greater sense of learning. When users can easily interact with the application without frustration, they may feel more engaged and confident in the educational process, ultimately leading to a more positive perception of their learning outcomes. * Correlation between \"I believe I have learned from this application\" (SA#4) and \"I have focused more on the task than on the interaction mechanisms\" (US#3). This significant correlation suggests that when users concentrate more on the task rather than the interaction mechanisms, they are more likely to report having learned from the MR applications. This reinforces the idea that sustained focus on the content rather than on how to interact with the technology may enhance the learning experience. If usersare not distracted by the mechanics of the applications, they can engage more deeply with the educational material, leading to the belief that better learning outcomes have been achieved. * Correlation between \"I would use this application again\" (SA#7) and \"I would invite my friends to use this application\" (SA#6). This significant correlation indicates that users who are willing to use the applications again are also more likely to recommend it to others.