## 6 Discussion
### Implications for Research and Practice  
The project discussed in the preceding sections extends the existing literature by focusing on very young students and comparing the impacts of 360\({}^{\circ}\) videos on learning outcomes relative to other media. Notably, the project quantified these differences and provided valuable data concerning student perceptions and emotions. Consequently, the findings have interesting implications for researchers, professionals specializing in 360\({}^{\circ}\) video technology, and educators. One key finding was the lack of significant differences in learning outcomes when 360\({}^{\circ}\) videos were compared to conventional videos. This observation calls into question the practical value of both low-cost HMDs and 360\({}^{\circ}\) videos. Additionally, as noted by [37], users of low-cost HMDs are more susceptible to simulator sickness compared to those using more advanced HMD models. This underscores the necessity for further exploration of the affordances and limitations of various HMDs to identify solutions that strike an optimal balance between quality, cost, and educational effectiveness. Moreover, the study indicated that the 360\({}^{\circ}\) videos were perceived as the least user-friendly medium, likely due to the use of low-cost HMDs and the rather cumbersome method for triggering interactive hotspots (i.e., by focusing the gaze on a hotspot). This again highlights the trade-off between cost and usability. While employing more advanced HMDs and handheld controllers would have probably alleviated usability issues, it would have also significantly increased costs. The same consideration applies to the level of immersion. Although using more advanced HMDs might have enhanced the immersive experience, as suggested by [37], it would have come at a considerably higher financial cost. As anticipated, students demonstrated a notably high level of enjoyment when engaging with 360\({}^{\circ}\) videos. However, this enjoyment did not translate to a correspondingly heightened motivation to learn, as conventional videos were found to be equally motivating. Recognizing the established link between enjoyment and motivation to learn, researchers and experts in the field of 360\({}^{\circ}\) video technology should explore strategies to enhance both simultaneously. One potential approach is to integrate 360\({}^{\circ}\) videos into applications that feature gamification elements [16]. Nonetheless, this method warrants careful consideration. As mentioned earlier, students may be susceptible to distractions when viewing 360\({}^{\circ}\) videos, which, in turn, might derail the learning process. The increased levels of enjoyment could worsen these distractions. In the context of education, it was observed during the project's planning stages that there is a scarcity of freely available 360\({}^{\circ}\) videos suited for instructional purposes. Consequently, the videos selected for the project underwent various degrees of editing and had additional instructional material appended. This process required significant time and expertise, involving tasks such as sourcing supplemental content and employing video editing and audio recording software. While these tasks are manageable for an average user, it is questionable whether educators possess the requisite time, resources, and willingness to undertake them, given their existing workload. It is also questionable whether teachers feel confident enough to implement such technology. Therefore, it is imperative for educational administrators to provide educators with a repository of ready-to-use 360\({}^{\circ}\) educational videos. In-service training programs will help teachers acquire the necessary skills and become more adept in the production and use of 360\({}^{\circ}\) videos. Moreover, educators must thoughtfully plan and reflect on how to effectively incorporate 360\({}^{\circ}\) videos into their teaching.