INDECS, Vol. 24 No. 3, 2026.
Original scientific paper
https://doi.org/10.7906/indecs.23.4.6
The Impact of Applying Holograms in Primary School Teaching
Ivana Medica Ružić
; Primary school Jože Šurana Višnjan, Višnjan, Croatia
*
* Corresponding author.
Abstract
Numerous innovations have appeared in modern teaching over the last few years. Among them, holograms stand out in particular. Namely, holograms in teaching allow for the transformation of abstract concepts into tangible, three-dimensional experiences. They enable students to interact with virtual objects without the need for special glasses, as is the case with virtual reality, for example. Compared to immersive VR systems, holograms require less equipment and provide a more natural classroom experience, which has been confirmed by studies emphasizing their accessibility and ease of implementation. Curricular contents that are difficult to visualize, such as the human body and organ systems, and individual organs, can be displayed as three-dimensional models that can be viewed from all angles. Students can actively observe and “walk around” holograms of the human heart, animals, observe the life cycle of plants and animals, view various geometric solids, study the works, work, and lives of inventors and scientists, and in this way encourage deeper and more comprehensive acquisition and understanding of the curriculum content. The aim of this scientific study was to investigate changes in motivation when applying holograms in primary school teaching and students’ interest in the STEM field. The research used a quantitative methodology with a pre- and post-measurement design. Primary school students participated, divided into an experimental and a control group. The key measuring instrument used was a Likert scale questionnaire to gain insight into changes in intrinsic motivation and the level of interest in STEM fields. The pre-test was conducted before a four-week intervention during which the experimental group used educational holograms in class to visualize complex concepts, while the control group worked according to the traditional method, i.e., the usual methods of work used so far, in which holograms were not present. Statistical analysis compared the changes in the average scores for motivation and interest between the two groups. The results showed a statistically significant increase in motivation and interest in STEM fields in the experimental group compared to the control group.
Keywords
hologram; innovation; teaching; students
Hrčak ID:
346089
URI
Publication date:
30.6.2026.
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