## 5 Conclusions  
This research endeavors to provide reliable findings concerning the training of professionals in the field of Health Sciences, specifically focusing on the use of immersive reality (IR) and 360\({}^{\circ}\) video in the initial training of doctors at the University of Seville. The study examined the perceived motivation levels of students using the IMMS instrument, and the results corroborate those found in related research. Evidence supports the positive effect of IR on learning in general [9; 12; 13], including improvements in students' sense of physical presence, learning experience, and satisfaction when participating in training experiences under this modality [15; 16; 17; 18; 60]. Notably, motivation levels have been shown to increase with the use of IR in various contexts, including the field of Health Sciences [18; 22; 24; 25; 61; 62]. Furthermore, the study investigated whether exposure to immersive reality objects facilitates knowledge acquisition. Analysis of the performance tests and existing research supports the significance of IR and 360\({}^{\circ}\) video in enhancing experiential learning [16; 20; 21; 22]. Consequently, it can be concluded that the use of these technologies promotes the development of medical skills [62] and creates more active and participatory training scenarios for students [11; 63]. The study also revealed the significance of using \"hot spots\" within the design of learning objects, aligning with previous research [27; 28; 64; 65]. Incorporating these interactive elements enhances the learning experience and contributes to better understanding and engagement. Implementing immersive reality (IR) and 360\({}^{\circ}\) video in medical education offers significant advantages. These technologies can create more engaging and realistic learning environments, simulating real-world medical scenarios. The hands-on and experiential approach prepares students for the challenges they will face in their professional careers. Moreover, the study highlights the positive impact of IR on student motivation and engagement, increasing their interest in learning and their active participation in the educational process. This heightened engagement can lead to improved knowledge retention and a deeper understanding of medical concepts. Additionally, the research emphasizes the facilitation of medical skill development through the use of IR. By providing opportunities for students to practice and apply their knowledge in realistic scenarios, these technologies enable the refinement of clinical skills, decision-making abilities, and critical thinking. This, in turn, leads to the cultivation of competent and confident healthcare professionals [28]. The study aligns with similar research in the field of medical education, where the use of IR technology has gained traction. Its application extends to areas such as rehabilitation, disability management, surgical training, therapy for psychological diseases, and pain management [66]. By liberating learning from traditional classrooms, IR is revolutionizing medical education. It allows learners to apply their knowledge in practical scenarios and learn from their mistakes. IR emphasizes competency enhancement and promotes autonomous, blended learning, aligning with the expectations of today's learners [67]. \begin{table}
\begin{tabular}{c c c c c} \hline \hline  & **Operating Room** & **Handwashing** & **Consultation** & **Total** \\ \hline M & 9.5772 & 7.8088 & 8.0294 & 8.4718 \\ \hline SD & 0.98860 & 1.61252 & 1.28778 & 0.74468 \\ \hline \hline \end{tabular}
\end{table} 
Table 4: Average scores achieved in performance. A key novelty of this study lies in its specific context--focused on the University of Seville. By conducting the research within this specific setting, valuable insights into the use of IR and 360\({}^{\circ}\) video in the initial training of doctors at this university are provided.