## 5 Conclusions
This context-specific approach offers localized perspectives and allows for a deeper understanding of the benefits and implications of incorporating these technologies in Health Sciences education. Another noteworthy aspect is the incorporation of immersive reality with \"hot spots,\" which has captured the attention of medical students worldwide. These hot spots serve as focal points within the immersive experience, enabling students to direct their attention to specific aspects of the virtual environment, thereby enhancing engagement and understanding of complex medical concepts. The use of immersive reality with hot spots offers a transformative and dynamic formative experience that surpasses traditional learning methods, providing students with a truly immersive and interactive learning environment [52]. The study contributes to the existing body of knowledge by examining student motivation using the IMMS instrument. The results not only support previous findings but also emphasize the positive effect of IR on learning, physical presence [13; 16], and student satisfaction in formative experiences [28; 42]. Additionally, the study highlights the motivation levels of students in the field of Health Sciences, further reinforcing the significance of incorporating IR and 360\({}^{\circ}\) video in medical education. These findings align with [31], who assert that immersive learning generates high levels of motivation among university students. Similar studies conducted outside of university settings, such as [46; 53], also support these assertions. In this context, the study by [66] links motivation to \"engagement\" and the \"applied practicality\" of immersive experiences. Furthermore, the research investigates the effectiveness of immersive reality in facilitating knowledge acquisition and the development of medical skills. By analyzing performance tests and building upon existing research, the study provides evidence of the significance of IR and 360\({}^{\circ}\) video in enhancing experiential learning and creating more active and participatory training scenarios. The emphasis on the design of learning objects with \"hot spots\" aligns with previous findings and underscores the importance of this approach in promoting learning and motivation. However, the researchers acknowledge the limitations of conducting the study in a specific context and, therefore, suggest the need for further research in different universities and non-university training spaces to replicate the experience and explore other critical variables that may influence the integration of emerging technologies. This call for future research opens new avenues for investigation and expansion of knowledge in the field. One significant limitation of the study is the absence of a comparison with traditional learning methods that do not incorporate technology. Without including a control group or contrasting the results with non-technology-enhanced experiences, it becomes challenging to attribute the observed improvements in motivation and performance solely to immersive reality. A recommended future direction is to employ a contrastive quasi-experimental design to overcome this limitation. In this design, one group of students would undergo immersive reality training, while another group would receive comparable training without the use of technology. This comparative approach would provide a more comprehensive understanding of the unique benefits offered by immersive reality in medical education and facilitate evidence-based decision-making for its implementation. In conclusion, this research has demonstrated that the use of immersive reality (IR) and 360\({}^{\circ}\) videos is a technology that fosters motivation and can be effectively incorporated into university education, evoking satisfaction and success. These resources can be utilized in teaching to capture attention, interest, and curiosity in learning. The study confirms the positive impact of IR on motivation, learning outcomes, and the development of medical skills.