HOLOGRAPHIC

Comparative Analysis of Students’ Engagement in Traditional and Holographic Display-Based Classroom Settings

Lea N. Quiben, Joseph S. Bersamina, Francis Angelo B. Viernes

Bachelor of Technology and Livelihood Education, Isabela State University-Echague Campus

ABSTRACTThis study investigated the performance of Grade 6 learners at Divisoria Elementary School in a traditional classroom setting and a holographic display-based learning environment. The main objective was to determine whether the use of holographic displays in teaching significantly improves students’ performance and participation compared to traditional teaching methods. Specifically, the study addressed the problem of low engagement and limited comprehension in traditional classrooms by introducing 3D holographic visuals to enhance understanding.
A descriptive-comparative research design was employed, involving two groups of students: one taught using holographic displays and another through traditional teaching. Data were gathered through pre-tests, post-tests, and survey questionnaires to measure both academic performance and engagement levels. The findings revealed that students who learned through holographic displays showed higher post-test scores, and greater engagement compared to those in the traditional group.
The study concluded that integrating holographic display technology in elementary education can significantly enhance students’ learning experiences. It helps improve both academic achievement and classroom engagement, particularly when teaching abstract or complex topics. These results suggest that holographic tools can be a valuable addition to modern teaching strategies in support of quality, inclusive education.

Keywords: Holographic Displays, Student Engagement, Academic Performance, Traditional Teaching, Elementary Education

Cite this Paper

Quiben, L., Bersamina, J., & Viernes, F. A. (2025). Comparative Analysis of Students' Engagement in Traditional and Holographic Display-Based Classroom Settings. Student Journal of Technology and Educational Research, Vol. 2(Issue 1), 27–37. https://doi.org/10.5281/zenodo.15687267

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