## 4 Results
These hypotheses also make it possible to check the validity of the model put forward by [PERSON] [58], for which [PERSON]'s correlation coefficient was applied, obtaining the values collected in Table 4 below. The values achieved provide evidence of positive correlations; thus, when one of them increases in a specific direction, the other one does so in the same direction, going from \"low\" levels (0.2 < r < 0.4) to \"high\" (0.6 < r < 0.8) or \"very high\" ones (0.8 < r < 1) [72]. A special mention must be made of the relationship between \"attitude towards their use\" and \"intention to use them\" (AR = 0.787 and VR = 0.807). The following hypotheses were posed in order to ascertain whether significant differences existed between the scores assigned by students to the objects produced in AR and VR:  
**Hypothesis 0** (null hypothesis): no significant differences exist between the scores assigned by students to the objects produced in AR and VR in the various dimensions that shape the TAM model, with a 0.05 or lower alpha risk of our being wrong. **Hypothesis 1** (alternative hypothesis): significant differences exist between the scores assigned by students to the objects produced in AR and VR in the various dimensions that shape the TAM model, with a 0.05 or lower alpha risk of our being wrong. To that end, we applied the Student's t-test and obtained the results offered in Table 5. \begin{table}
\begin{tabular}{c c c c c c} \hline \hline
**Dimension** & **Object** & **PEU** & **PE** & **AU** & **IU** \\ \hline Perceived usefulness (PU) & AR & 0.494 & 0.529 & 0.550 & 0.752 \\  & VR & 0.460 & 0.671 & 0.530 & 0.680 \\ Perceived ease of use (PEU) & AR & - & 0.209 & 0.386 & 0.539 \\  & VR & - & 0.288 & 0.429 & 0.565 \\  & AR & - & - & 0.558 & 0.434 \\ Perceived enjoyment (PE) & VR & - & - & 0.465 & 0.479 \\  & AR & - & - & - & 0.787 \\ Attitude towards its use (AU) & VR & - & - & - & 0.807 \\ \hline \hline \end{tabular}
\end{table} 
Table 4: Correlations between the different TAM dimensions. Source: developed by the authors. \begin{table}
\begin{tabular}{c c c c} \hline \hline
**Contrast Dimension** & **t** & **df** & **Sig.** \\ \hline Perceived usefulness (PU) & \(-1.157\) & 19 & 0.262 \\ Perceived ease of use (PEU) & 0.431 & 19 & 0.671 \\ Perceived enjoyment (PE) & \(-1.561\) & 19 & 0.135 \\ Attitude towards its use (AU) & \(-0.370\) & 19 & 0.716 \\  & \(-1.453\) & 19 & 0.163 \\ Instrument globality & \(-0.863\) & 19 & 0.399 \\ \hline \hline \end{tabular}
\end{table} 
Table 5: Results referred to the Student’s t-test. Source: developed by the authors. The values obtained do not allow us to reject either of the formulated null hypotheses; we can consequently state that students show similar degrees of acceptance for both technologies, with no differences being perceived between them. Seeking to delve deeper into the results achieved, we paid attention to the correlations established between the assessments given to the different objects in each dimension. For this purpose, we applied Pearson's correlation coefficient and obtained the scores provided in Table 6.  
As can be seen, the correlations reached between both objects in each one of the dimensions can be considered \"very high\" and positive [72], which would suggest a high level of similarity in the scores given by students to each one of the objects. Regarding students' assessments of the objects, Table 7 provides the mean values and the standard deviations obtained in each instrument item, in the instrument globally, and in the three dimensions shaping it, for each of the utilized objects. An initial analysis of the collected data leads us to emphasize the high score given by students to the different learning objects produced. More precisely, the mean scores were situated at 4.98 (AR) and 5.23 (VR) for the instrument total; at 5.13 (AR) and 5.23 (VR) for the dimension about technical aspects; and at 5.02 (AR) and 5.22 (VR) regarding ease of use. The best valued item in both objects was \"using the produced resource was fun for you\" (AR = 5.95 and VR = 6.0).