Holographic projection is a display technology that projects close realistic 3D animation or image and can be regarded as superimposing a three-dimensional object in the natural environment and making the user feel that the object is close to an actual object. Although the usefulness of holographic projection in education has been proven in previous studies, students’ conceptions of learning by holographic projection have rarely been addressed. Therefore, the main purpose of this study was to address this research gap. This study recruited 30 university students from a public university located in Taiwan. Phenomenographic analysis was adopted to analyze these university students’ interview transcripts by means of interviews. Results revealed five hierarchical conceptions including “Presence,” “Mapping,” “Visualization,” “Interaction,” and “Understanding.” It seems that the most common conception was that students perceived mapping the textbook’s 2D images into 3D scenes in the system, as well as learning by holographic projection as increasing interaction with learning content. Based on the findings, how to adequately accommodate holographic projection in education was discussed. This study was expected to provide significant insights into students’ perspective of learning by holographic projection.

Authors:
Yang-Hsin Fan, National Taiwan Normal University, Taiwan
Tzung-Jin Lin, National Taiwan Normal University, Taiwan

About the Presenter(s)
Professor Tzung-Jin Lin is a University Associate Professor/Senior Lecturer at National Taiwan Normal University in Taiwan
Mr. Yang-Hsin Fan is a doctoral student at National Taiwan Normal University in Taiwan

Connect on ResearchGate
https://www.researchgate.net/profile/Tzung-Jin-Lin

Additional website of interest
https://scholar.google.com/citations?user=9yDWq7MAAAAJ&hl=en

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