## 6 Discussion
* Printed materials were identified as the least motivating medium, whereas conventional videos and 360\({}^{\circ}\) videos were equally motivating. * However, 360\({}^{\circ}\) videos were perceived as the least easy to use among the media evaluated, with no ease-of-use differences between printed materials and conventional videos. * Gender did not influence any of the aforementioned factors. * Importantly, only the immersion experienced in 360\({}^{\circ}\) videos had a noticeable impact on learning outcomes. For the other media, none of the examined factors significantly influenced learning outcomes. A statistically significant difference was observed in learning outcomes, indicating that 360\({}^{\circ}\) videos are more effective than printed materials, at least for the selected age group and subject matter. However, the difference was not remarkable (\(p\) = 0.014). This finding aligns with previous research that highlighted the moderate positive impact of 360\({}^{\circ}\) videos on learning, especially in enhancing declarative and procedural knowledge [17; 42; 43], as was the case in this study. Yet, due to the absence of substantial statistical significance between 360\({}^{\circ}\) and conventional videos, it appears that videos, regardless of type (360\({}^{\circ}\)/conventional) or presentation method (HMDs/monitors), exhibit minimal variation in effectiveness. This observation contradicts other studies that have demonstrated that the use of HMDs, when compared to other display modes, significantly enhanced learning outcomes (e.g., [17; 41]). Another contradiction observed was the lack of noticeable differences between printed materials and conventional videos, despite the existing literature emphasizing the significant benefits of videos [15]. This suggests that the variations among the three media types were minimal. The descriptive statistical data, as presented in Table 1, substantiates this conclusion. In light of the above, skeptics may question the necessity of using 360\({}^{\circ}\) videos and HMDs for presenting learning material, given the very young age of kindergarten students, the associated costs, the effort required to create them, and potential drawbacks (notably with the image quality and the difficulties in navigation in low-cost HMDs). Nevertheless, others might argue that even minor improvements are significant in the pursuit of quality education. This dichotomy in perspectives underscores broader discussions concerning the integration of ICT tools in education. A plausible explanation for the differences (or absence of differences) in the learning outcomes is needed. The factors examined in the questionnaires might provide the basis for this. The analysis of learner motivation revealed no statistically significant differences between the two video formats. However, it is important to note that both video formats outperformed printed materials, although in the case of conventional videos, the difference was borderline (\(p\) = 0.046). The positive effect on motivation is a well-documented characteristic of both conventional videos [15] and 360\({}^{\circ}\) videos [31; 40; 41]. Indeed, the descriptive statistics (see Table 1) indicate that motivation to learn was notably high in both video types, with mean scores exceeding 4.35 in each case. Yet, contrary to earlier studies that suggested a heightened motivation to learn with 360\({}^{\circ}\) videos using HMDs compared to conventional videos (e.g., [41]), this research did not substantiate such a trend. Furthermore, motivation alone cannot be considered a plausible explanation for the learning outcomes. Although existing research suggests a link between motivation and learning in the context of digital tools (e.g., [57; 58]) and specifically in the context of 360\({}^{\circ}\) videos (e.g., [41]), the linear regression analysis demonstrated that this factor did not have a significant effect on learning outcomes in all media types (see Table 12).