## 2 Motivation as a Key Element for Learning and Training  
Motivation is widely recognized as a crucial factor for academic success and an essential focus for teachers seeking to engage their students [34; 35]. It encompasses the processes that activate, direct, and sustain behavior [36]. Key indicators of motivation include the level of activation, the selection of actions from a range of possibilities, and the concentration of attention and perseverance when facing a task or activity [37]. Additionally, motivation refers to the magnitude and direction of behavior, encompassing a person's choices, goals, and the level of effort they invest [37].  
Traditionally, motivation has been categorized into intrinsic (internal) and extrinsic (external) factors according to [PERSON] and [PERSON]'s self-determination theory [37; 38]. Information and communication technologies fall under the category of extrinsic variables, and numerous studies have explored their impact on motivation, often reporting increased motivation among students and, in some cases, improved academic performance [39; 40; 41].  
In the context of teaching, motivation is considered an internal state or condition that influences students' willingness to participate in classroom activities and their reasons for doing so [42]. One widely used model for promoting motivation in instructional design is the ARCS model, developed by [37; 43; 44]. This model suggests that motivation is determined by four dimensions: attention (A), relevance (R), confidence (C), and satisfaction (S). Attention involves characteristics such as curiosity and the search for sensations. Relevance refers to perceptions of tools that satisfy personal needs and facilitate the achievement of goals. Confidence incorporates various motivational constructs, including perceptions of personal control and the illusion of success. Finally, satisfaction plays a crucial role in maintaining motivation and continuing the learning process. The instructional Material Motivational Survey (IMMS), developed by [37; 44], is an instrument designed to diagnose motivation based on this model.  
While originally formulated for face-to-face teaching, the ARCS model and its accompanying instrument have found utility in various instructional contexts involving technology-mediated training, such as virtual teaching with video, podcasts, MOOCs, computer-assisted teaching, distance learning, interactive video, computer animations, and simulations [45; 46; 47; 48; 49; 50; 51]. Recently, it has been increasingly employed in training actions involving immersive reality (IR) [3; 52; 53; 54; 55].  
Building upon the aforementioned concepts, the primary objective of this research is to provide reliable insights into the training of healthcare professionals in the field of HealthSciences, with a specific focus on the use of immersive reality (IR) and 360\({}^{\circ}\) video in the initial training of doctors at the University of Seville. The study aims to examine the impact of these technologies on various aspects of medical education, including student motivation, learning outcomes, and the development of medical skills. By assessing motivation levels among students and analyzing performance tests, the research seeks to determine the effectiveness of IR and 360\({}^{\circ}\) video in enhancing experiential learning and creating more engaging and realistic learning environments. Furthermore, the study aims to contribute valuable insights to the existing body of knowledge in medical education, specifically within the context of Seville, while highlighting the potential benefits and implications of incorporating these technologies into the training of healthcare professionals.