Holographic teaching presence: participant experiences of interactive synchronous seminars delivered via holographic videoconferencing
Abstract
This study seeks to identify potential advantages of using holographic videoconferencing to deliver seminars within higher education as compared to the use of alternative non-holographic videoconferencing. Holographic videoconferencing offers opportunities to enhance attendees’ experience of remotely delivered seminars but has not been widely researched. Data were collected from 127 attendees attending one of three seminars, each of which featured a combination of physically present presenters and remote presenters participating via holographic videoconferencing. In this study, the holographic representations were three-dimensional and life-size. Monitors and holographic images were calibrated in a manner such that the remote presenters were able to point to and achieve eye-contact with members of the audience. Results indicate that the use of holographic videoconferencing can enhance the teaching presence of remote presenters, the engagement between participants and attendees’ enjoyment of a seminar. Almost all participants reported this to be their first experience of a holographic event and the positive results are partly explained by a sense of novelty. This suggests that the benefits of holographic videoconferencing may reduce over time. However, we argue that some benefit, resulting from an enhanced degree of teaching presence, will be sustained. The relative impact on learning gain is not explored in the current study. We believe that this would likely require a more controlled experiment in future research.
Downloads
References
Bailenson, J. & Beall, A. (2006) ‘Transformed social interaction: exploring the digital plasticity of avatars’, in Avatars at Work and Play: Collaboration and Interaction in Shared Virtual Environments, eds R. Schroeder & A. S. Axelsson, Springer, London.
Baker, C. (2010) ‘The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation’, Journal of Educators Online, vol. 7, pp. 1–30. doi: 10.9743/JEO.2010.1.2
Barkhaya, N. M. M. & Halim, N. D. A. (2016) ‘A review of application of 3D hologram in education: a metaanalysis’, 2016 IEEE 8th International Conference on Engineering Education (ICEED), December 2016, Kuala Lumpur, pp. 257–260.
Chandler, T., et al., (2013) ‘The incorporation of hands-on tasks in an online course: an analysis of a blended learning environment’, Interactive Learning Environments, vol. 21, pp. 456–468. doi: 10.1080/10494820.2011.593524
Chen, B., Zydney, J. & Patton, K. (2017) ‘Creating a community of inquiry in large-enrollment online courses: an exploratory study on the effect of protocols within online discussion’, Online Learning, vol. 21, pp. 165–188. doi: 10.24059/olj.v21i1.816
Chen, C. M. & Wu, C. H. (2015) ‘Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance’. Computers & Education, vol. 80, pp. 108–121. doi: 10.1016/j.compedu.2014.08.015
Daspit, J. J. & D’Souza, D. E. (2012) ‘Using the community of inquiry framework to introduce wiki environments in blended-learning pedagogies: evidence from a business capstone course’, Academy of Management Learning & Education, vol. 11, pp. 666–683. doi: 10.5465/amle.2010.0154
Díaz, S. R., et al., (2010) ‘Student ratings of the importance of survey items, multiplicative factor analysis, and the validity of the community of inquiry survey’. Internet and Higher Education, vol. 13, pp. 22–30. doi: 10.1016/j.iheduc.2009.11.004
Dunlap, J. C., Verma, G. & Johnson, H. L. (2016) ‘Presence+experience: a framework for the purposeful design of presence in online courses’, TechTrends, vol. 60, pp. 145–151. doi: 10.1007/s11528-016-0029-4
Elmorshidy, A. (2010) ‘Holographic projection technology: the world is changing’, Journal of Telecommunications, vol. 2, pp. 104–112.
Evans, H. K. & Cordova, V. (2015) ‘Lecture videos in online courses: a follow-up’. Journal of Political Science Education and Information Technologies, vol. 11, pp. 472–482. doi: 10.1080/15512169.2015.1069198
Evans, S. M., Ward, C. & Reeves, S. (2017) ‘An exploration of teaching presence in online interprofessional education facilitation’. Medical Teacher, vol. 39, pp. 773–779. doi: 10.1080/0142159X.2017.1297531
Freeman, D. M. (2010) ‘Holographic MRI and CT scans of the human body’, Available at: https://eyedave4.wordpress.com/2010/04/01/holographic-mri-and-ct-scans-of-the-human-body/
Garrison, D. R., Anderson, T. & Archer, W. (2000) ‘Critical inquiry in a text-based environment: computer conferencing in higher education’, The Internet and Higher Education, vol. 2, pp. 87–105. doi: 10.1016/S1096-7516(00)00016-6
Garrison, D. R. & Arbaugh, J. B. (2007) ‘Researching the community of inquiry framework: review, issues, and future directions’, Internet and Higher Education, vol. 10, pp. 157–172. doi: 10.1016/j.iheduc.2007.04.001
Garrison, D. R. (2017) E-Learning in the 21st Century: A Community of Inquiry Framework for Research and Practice, Routledge, New York, NY.
Giannakos, M. N., Jaccheri, L. & Krogstie, J. (2016) ‘Exploring the relationship between video lecture usage patterns and students’ attitudes’, British Journal of Educational Technology, vol. 47, pp. 1259–1275. doi: 10.1111/bjet.12313
Ghuloum, H. (2010) ‘3D hologram technology in learning environment’, Proceedings of Informing Science & IT Education Conference (InSITE) 2010, pp. 693–704, Cassino, Italy.
Hackett, M. (2013) ‘Medical holography for basic anatomy training’, Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC) 2013, Paper No. 13207, pp. 1–10, Orlando, FL.
Holland, J. (2014) ‘Video use and the student learning experience in politics and international relations’, Politics, vol. 34, pp. 263–274. doi: 10.1111/1467-9256.12022
Hughes, G. D. (2009) ‘Using videos to bring lecture to the online classroom’, College Quarterly, vol. 12, pp. 7–12. [online] Available at: https://eric.ed.gov/?id=EJ864472
Jamali, S. S., et al., (2015) ‘Utilising mobile-augmented reality for learning human anatomy’, 7th World Conference on Educational Sciences, (WCES-2015), Novotel, Athens Convention Center, Athens, Greece, Procedia – Social and Behavioral Sciences, pp. 659–668.
Katz, J. E. & Halpern, D. (2015) ‘Can virtual museums motivate students? Toward a constructivist learning approach’, Journal Science Educational Technology, vol. 24, pp. 776–788. [online] Available at: https://www.learntechlib.org/p/175258/
Kozan, K. K. & Caskurlu, S. (2018) ‘On the Nth presence for the community of inquiry framework’, Computers & Education, vol. 122, pp. 104–118. doi: 10.1016/j.compedu.2018.03.010
Lombard, M. & Ditton, T. B. (1997) ‘At the heart of it all: the concept of presence’, Journal of Computer-Mediated Communication, vol. 3, pp. 72–81. doi: 10.1016/j.procs.2015.12.256
Luévano, E., DeLara, E. L. & Castro, J. E. (2015) ‘Use of telepresence and holographic projection mobile device for college degree level’, Procedia Computer Science, vol. 75, pp. 339–347.
Minsky, M. (1980) ‘Telepresence’, Omni, vol. 2, pp. 45–51.
Nagel, L. & Kotzé, T. G. (2010) ‘Supersizing e-learning: what a CoI survey reveals about teaching presence in a large online class’, Internet and Higher Education, vol. 13, pp. 45–51. doi: 10.1016/j.iheduc.2009.12.001
Orcos, L. & Magreñán, Á. A. (2018) ‘The hologram as a teaching medium for the acquisition of STEM contents’, International Journal Learning Technology, vol. 13, pp. 163–177. doi: 10.1504/IJLT.2018.092097
Scagnoli, N. I., Choo, J. & Tian, J. (2019) ‘Students’ insights on the use of video lectures in online classes’, British Journal of Educational Technology, vol. 50, pp. 399–414. doi: 10.1111/bjet.12572
Scagnoli, N. I., McKinney, A. & Moore-Reynen, J. (2015) ‘Video lectures in eLearning’, in Handbook of Research on Innovative Technology Integration in Higher Education, eds F. Nafukho & B. Irby, Information Science Reference, Hershey, PA, pp. 115–134.
Schrader, C. & Bastiaens, T. J. (2012) ‘The influence of virtual presence: effects on experienced cognitive load and learning outcomes in educational computer games’, Computers in Human Behavior, vol. 28, pp. 648–658. doi: 10.1016/j.chb.2011.11.011
Shea, P., Li, C. A. & Pickett, A. (2006) ‘A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses’, The Internet and Higher Education, vol. 9, pp. 175–190. doi: 10.1016/j.iheduc.2006.06.005
Sheridan, T. B. (1992a). ‘Musings on telepresence and virtual presence’, Presence: Teleoperators and Virtual Environments, vol. 1, pp. 120–126. doi: 10.1162/pres.1992.1.1.120
Sheridan, T. B. 1992b. ‘Defining our terms’, Presence: Teleoperators and Virtual Environments, vol. 2, pp. 272–274.
Sheridan, T. B. (1996) ‘Further musings on the psychophysics of presence’, Presence: Teleoperators and Virtual Environments, vol. 5, pp. 241–246.
Sudeep, U. (2009) ‘Use of 3D hologram technology in engineering education’, Second International Conference on Emerging Trends in Engineering & Technology (ICETET-09), Nagpur, India, OSR Journal of Mechanical and Civil Engineering (IOSR-JMCE), pp. 62–67.
Tichon, J. G. (2007) ‘Using presence to improve a virtual training environment’, CyberPsychology & Behavior, vol. 10, pp. 781–787. doi: 10.1089/cpb.2007.0005
Witmer, B. G. & Singer, M. J. (1998) ‘Measuring presence in virtual environments: a presence questionnaire’, Presence: Teleoperators and Virtual Environments, vol. 7, pp. 225–240. doi: 10.1162/105474698565686
Witmer, B. G., Jerome, C. J. & Singer, M. J. (2005) ‘The factor structure of the presence questionnaire’, Presence: Teleoperators and Virtual Environments, vol. 14, pp. 298–312. doi: 10.1162/105474605323384654
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
_0%20(002).jpg)
.png){kind=spacer}
