3D holograms and emotional intelligence: Transforming interactive learning in higher education

The research on the effects of 3D holographic technology on learning and emotional intelligence is very scarce. This study was based on the study that examined the influence of hologram technology in instruction on the level of self-awareness, self-regulation, social awareness, and motivation among the students. It adopted a quasi-experimental design with participants randomly assigned either to the experimental group, using holograms in instruction, or to the control group, using traditional learning treatment. A total of 138 students (69 students in each group). The results of the study showed that the experimental group showed more self-awareness, which might be explained by their level of involvement and immersion within the holographic contents. The self-regulation was well developed by them since their interaction was mostly directed toward active learning and independent problem-solving. Holographic simulations created scenarios that represented real-life social interactions, thus building empathy and cooperation among the students. The motivation of students rose with the use of holographic learning; it made students want to participate, finding the learning process more interesting and motivating. It, therefore, can be stated that learning using 3D holograms could provide a scope for opening windows for a new kind of education to intervene with several cognitive and social-emotional domains. This will give a basis for more exploratory studies that may focus on the long-term impact and the applicability of this teaching model to various other educational contexts.