## 4 Results

Table 2: Mean scores achieved in the different items (note: C = Confidence, A = Attention, S = Satisfaction, and R = Relevance). Only two items on the questionnaire scored below the mean value of the scale, which was 4. These items were \"After reading the statements, it was clear to me what I was going to learn working with the simulator\" (2.96) and \"The contents offered in IR are more difficult to understand than I would like\" (3.02). It is important to note that out of the 35 questionnaire items, only these two were rated below 3.5, which accounts for 5.71% of the student responses. Both of these items belonged to the \"trust\" dimension. On the other hand, several items obtained the highest scores, including \"The images, videos, and texts of the object in IR are unattractive\" (5.72), \"I really liked the study of this content\" (5.72), \"I have not been able to understand the material of the object in IR\" (5.76), \"The visual quality of the object in IR helped me to keep my attention\" (5.79), \"The information presented in the object in IR has things that stimulated my attention\" (5.81), \"There is so much content in the IR object that it is irritating\" (5.85), \"It felt good to successfully complete the IR object\" (5.85), \"I could relate the contents worked on in the IR object with the things I have seen, done, or thought about before\" (5.86), and \"Completing this material successfully was important to me\" (5.79). These high-scoring items were primarily from the \"attention\" dimension, followed by \"satisfaction\" and \"relevance\". Table 3 provides the mean scores and standard deviations achieved in the different dimensions established in the Keller IMMS test. Once again, it was observed that the average scores in all dimensions exceeded the mean value of the scale, indicating that students perceived high levels of motivation across the board. The standard deviations were relatively low, suggesting a certain level of agreement in the students' responses. Notably, the dimension related to the \"relevance\" of the activity received the highest rating among the students. As previously mentioned in the research objectives, one of the aims was to assess the students' interaction with the three produced objects. \begin{table}
\begin{tabular}{l c c} \hline \hline
**Items** & **M** & **SD** \\ \hline
25. The contents and tasks of the object in IR were not relevant to my needs, & 5.11 & 1.438 \\ because I already knew more about the content (R) & & \\ \hline
26. The achievements made on the object in IR helped me feel rewarded for my & 4.96 & 1.561 \\ effort (S) & & \\ \hline
27. The variety of audiovisual material helped keep my attention (A) & 5.67 & 1.300 \\ \hline
28. The material presented in the IR object was boring (A) & 5.55 & 1.514 \\ \hline
29. I could relate the contents worked on in the IR object with the things I have & 5.86 & 1.301 \\ seen, done or thought about before (R) & & 5.85 & 1.305 \\ \hline
30. There is so much content in the object in IR that it is irritating (A) & 5.85 & 1.305 \\ \hline
31. It felt good to successfully complete the item in IR (S) & 5.85 & 1.179 \\ \hline
32. The contents worked on the object in IR will be useful to me (R) & 6.02 & 1.071 \\ \hline
33. I haven’t really been able to understand the object material in IR (C) & 5.76 & 1.518 \\ \hline
34. The good organization of the material in the IR object helped me feel & & 5.49 & 1.253 \\ confident that I was going to learn its content (C) & & \\ \hline \hline \end{tabular}
\end{table} 
Table 2: _Cont._ \begin{table}
\begin{tabular}{c c c} \hline \hline
**Dimensions** & **M** & **SD** \\ \hline Confidence & 4.82 & 0.518 \\ \hline Attention & 5.62 & 0.855 \\ \hline Satisfaction & 5.47 & 1.011 \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Mean scores and standard deviations achieved in the IMMS dimensions. Turning to performance, Table 4 provides the average scores and standard deviations for each performance test conducted, along with the overall average and standard deviation across all tests.