Is holographic teaching an educational innovation?
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ORIGINAL PAPER
Is holographic teaching an educational innovation? Sandra Gudino Paredes1
· Nohemí Rivera Vázquez2
Received: 29 October 2019 / Accepted: 28 August 2020 © Springer-Verlag France SAS, part of Springer Nature 2020
Abstract The objective of this exploratory study was to know to what extent holographic teaching, as an educational innovation in physics class, impacts student learning in higher education. Through a mixed-methods approach in a sample of 311 students, this study provided a validated model to evaluate technology-enhanced learning environments that included a virtual-presence teaching tool, and assessing factors like social presence, flow experience, student engagement, and learning outcomes in a single instrument specially developed for this purpose. The quantitative results showed that holographic teaching by itself does not improve student learning outcomes, nor does it make them worse. However, the students exposed to holographic teaching reported higher levels of learning flow experience versus the ones taking only the traditional modality classes. Student engagement, on the other hand, was not statistically different when the two groups were compared. In the avatar sessions, high levels of social presence were identified. It can be concluded that when implementing an innovation like holographic teaching in higher education, it is also important to consider non-technological factors like the teacher’s experience and the pedagogical approach in order to impact student performance positively. Keywords Educational innovation · Holographic teaching · Centennial learners · Higher education · Technology-mediated learning
1 Introduction 1.1 What is innovation in education? For Collins and Halverson [1], educational innovation should embrace a new equation of education and schooling by accepting that education can perfectly happen outside of school due to new media technologies. Therefore, education in the twenty-first century has, as one of its purposes, producing innovators, along with fostering creative behavior and preparing people for a dynamic and unpredictable world [2]. According to the Oslo manual [3], innovation in a global commercial context means: “the introduction of a new and significantly improved product good or service, a process, a new method of marketing, organization, company practices, organization of the workplace, or external relations” (p. 49).
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Sandra Gudino Paredes [email protected]
1
Tecnologico de Monterrey, Ave. Eugenio Garza Sada 2501, 64849 Monterrey, NL, Mexico
2
Tecnologico de Monterrey, Av. H. Colegio Militar 4700, Chihuahua, Chih, Mexico
In the educational context, innovation has been described as a set of ideas, processes, and strategies that seek to introduce a change [4] and an attitude towards new ideas and collective contributions [5]. Nevertheless, educational innovation seems to be, most of the time, attached to information and communications technology (ICT). Unfortunately, some educational innovations include ICT in a superficial way and
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