## 3 360\({}^{\circ}\) Videos in Education
Additionally, they have proven effective in teaching an array of subjects, including ecology, physics, physical education, religious education, and language learning [41]. Based on the findings from the literature reviews and meta-analyses, it is evident that 360\({}^{\circ}\) videos generally exhibited a positive, though moderate, impact on learning, particularly in enhancing both declarative and procedural knowledge [17; 42; 43], though neutral and negative impacts were also reported [31]. Furthermore, the use of HMDs, in comparison to other display modes, significantly improved learning outcomes [17]. However, it is crucial to recognize that the overall impact of 360\({}^{\circ}\) videos on learning remains a topic of debate. That is because many of these interventions were one-time, short-term studies potentially influenced by the novelty effect [42]. Additionally, many studies were predominantly exploratory and provided limited commentary on learning outcomes, which were observed to vary significantly in terms of effectiveness [40]. Positive effects have been observed regarding user experience, learning outcomes, and motivation, with the latter being directly correlated to the level of immersion provided [31; 40]. Positive effects were also reported on attitudes toward 360\({}^{\circ}\) videos [43], along with enhanced enjoyment and positive emotions [16; 40]. Furthermore, increased engagement was also documented [17; 40]. An additional advantage of 360\({}^{\circ}\) videos is the provision of independent, repeatable practice time, which further enriches the learning experience [44]. On the other hand, there is no shortage of problems. For instance, the use of low-cost HMDs may negatively impact the learning experience [37]. The wide field of view can make it challenging for viewers to identify the correct point of interest at the appropriate time. Consequently, students may miss crucial information, as they may focus their attention on some unrelated part of the scene and miss something important that happens in another place [45]. Moreover, they may become disoriented and distracted [46]. A \"novelty effect\" can be induced by 360\({}^{\circ}\) videos, wherein the introduction of a new \"gadget\" in educational settings results in the overstimulation of students. This phenomenon serves as a significant distraction that can undermine the learning process and diminish educational outcomes [42]. Something similar was pointed out by [47], as the results of their research showed that users focused on the experience rather than on learning content. However, the above seems to be avoided by using visual stimuli such as arrow keys or annotations that direct the gaze to the right point [41]. Simulator sickness is another pertinent issue. This term encapsulates symptoms of intense discomfort, disorientation, vertigo, and nausea associated with the use of HMDs, and it has a negative impact on the learning experience (e.g., [37]). Regarding ease of use, studies have shown that users report no significant difficulties [43], although some usability issues persist with low-tech HMDs [48]. Finally, instances of increased cognitive load and technical problems have been observed [43]. After conducting an extensive review of the relevant literature, it was noted that no studies specifically examined the impact of 360\({}^{\circ}\) videos on preschool-age students when animals were the primary learning subject. This identifies a significant gap in the current body of research. Nevertheless, there are a few studies that have explored the effects of 360\({}^{\circ}\) videos with animal or nature-related content, but they focused on older students or adults. For example, two studies [38; 46] compared the impact of printed materials, web pages, and 360\({}^{\circ}\) videos on primary school students aged 9-10, specifically in the context of teaching about endangered species.