## 6 Discussion
The analysis revealed that both video formats significantly surpassed printed materials in terms of generating enjoyment and positive feelings among participants. Notably, no discernible differences in enjoyment/positive feelings were observed between the two video formats. The literature supports the notion that 360\({}^{\circ}\) videos provide an engaging and enjoyable learning experience [16; 40]. However, this study did not find evidence to suggest that 360\({}^{\circ}\) videos have a comparative advantage over conventional videos in this regard. Additionally, enjoyment/positive feelings did not appear to impact learning outcomes, as indicated in Table 12. This finding contradicts previous research that has suggested otherwise (e.g., [59]). The outcomes related to motivation and enjoyment/positive emotions appear to diverge significantly from those documented in prior studies. This discrepancy may be attributed to the negative impact of ease of use. Indeed, 360\({}^{\circ}\) videos were perceived as more challenging to use compared to the other two media. The difference and the magnitude of the effect size were substantial (\(p<0.001\), \(\eta^{2}\)\({}_{partial}\) = 0.231). This was the case even though a preliminary session was conducted to acquaint children with HMDs and despite the presence of arrows and audio messages within the 360\({}^{\circ}\) videos to direct students on where to focus their attention. Such difficulties in navigation, particularly with low-cost HMDs, have been documented [48]. It is, therefore, reasonable to infer that these usability issues contributed to students experiencing less enjoyment and decreased motivation to learn. Fortunately, the linear regression analysis results indicated that ease of use did not adversely affect students' learning outcomes (see Table 12). This finding underscores a significant divergence between user experience and educational effectiveness, suggesting that while usability challenges may dampen enthusiasm and motivation, they do not necessarily impede learning progress. Among the four factors evaluated, immersion emerged as the only one distinctly favoring 360\({}^{\circ}\) videos, demonstrating a significantly higher level compared to both conventional videos and printed materials. The significance and magnitude of this difference were noteworthy (\(p<0.001\), \(\eta^{2}\)\({}_{partial}\) = 0.48). This finding aligns with the majority of existing studies that have consistently drawn similar conclusions (e.g., [33; 34; 38; 46; 49; 50]). Moreover, it is reasonable to assert that the variance in immersion offers a satisfactory explanation for the differences in learning outcomes as reported by other researchers (e.g., [16; 32]). This assertion was substantiated by a linear regression analysis (see Table 12), which revealed that immersion in 360\({}^{\circ}\) videos was the sole factor positively influencing learning. The importance of this finding is further amplified by the use of low-cost HMDs in this study. While the image quality in these devices is low as it depends largely on the smartphones employed and the lenses used (that tend to be of inferior quality), the positive impact of immersion remained evident. Prior research suggested that immersion is affected by the quality of the devices used, with low-cost HMDs, such as Google Cardboard, failing to achieve high levels of immersion, which, in turn, results in a significantly diminished impact on learning [37; 38]. Nevertheless, even with reduced immersion levels due to the use of low-cost HMDs, the immersion provided was sufficient to positively influence learning outcomes. Thus, this study affirms that 360\({}^{\circ}\) videos, even when delivered through budget-friendly devices, substantiate the crucial role of immersion in enhancing learning experiences.