## 7 Conclusions  
In recent years, 360\({}^{\circ}\) videos have garnered significant attention from researchers interested in exploring their educational potential. While their impact on learning remains a subject of ongoing debate, particularly when very young students are involved, in which case sparse research exists, a project was implemented to gain a clearer understanding of how 360\({}^{\circ}\) videos compare to other media types in educational settings. This study involved 44 kindergarten students and focused on learning about wild animals. The performance of 360\({}^{\circ}\) videos was evaluated against printed materials and conventional videos over nine sessions. Key factors such as motivation, enjoyment, immersion, and ease of use were also examined, as the existing literature suggests these elements play a crucial role in the effectiveness of 360\({}^{\circ}\) videos.  
The findings indicated that 360\({}^{\circ}\) videos are expected to yield better results in terms of knowledge acquisition when compared to printed materials. However, this advantage does not extend to a comparison with conventional videos. Similarly, 360\({}^{\circ}\) videos outperformed printed materials in terms of enjoyment/positive feelings and motivation but did not surpass conventional videos in these areas. The study also found that 360\({}^{\circ}\) videos were perceived as the least user-friendly medium, likely due to low-cost HMDs used for viewing. As anticipated, immersion was the only factor where 360\({}^{\circ}\) videos excelled over other media, and it emerged as the sole factor that had a significant impact on learning outcomes.  
These results suggest that, up to a point, educators could benefit from integrating 360\({}^{\circ}\) videos into their everyday teaching practices for kindergarten students. However, several challenges must be addressed, foremost among them being the scarcity of 360\({}^{\circ}\) videos specifically designed for educational purposes. Additionally, modifications to school timetables may be necessary to accommodate the implementation of modern teaching methods that incorporate 360\({}^{\circ}\) videos.  
In conclusion, the study provides insights into the effectiveness of 360\({}^{\circ}\) videos for educating very young students, particularly highlighting their immersive quality and their positive effect on learning outcomes. Nevertheless, further research is essential to fully understand and optimize the use of this promising educational tool.  
Conceptualization, E.F. and C.V.; Methodology, E.F. and C.V.; Formal analysis, E.F. and C.V.; Investigation, E.F. and C.V.; Writing--original draft, E.F. and C.V. All authors have read and agreed to the published version of the manuscript.  
This research received no external funding.  
The research was conducted in accordance with all pertinent legislation and institutional protocols. The Research Ethics Committee of the Department of Primary Education, University of the Aegean (omitted for the review process) reviewed and approved the methodologies and practices of this study (protocol code 3144/11-15-2022).  
**Informed Consent Statement:** All participants were briefed, and their informed consent was obtained; they retained the right to withdraw at any point. The privacy and rights of the individuals involved were protected; no personal data were collected and/or processed.  
**Data Availability Statement:** The raw data supporting the conclusions of this article will be made available by the authors on request.  
**Conflicts of Interest:** The authors declare no conflicts of interest.