Holographic teaching presence: participant experiences of interactive synchronous seminars delivered via holographic videoconferencing
File(s)
Published version
Author(s)
Li, Nai
Lefevre, David
Type
Journal Article
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.
Date Issued
2020-05-04
Date Acceptance
2020-02-17
Citation
Research in Learning Technology, 2020, 28, pp.1-13
ISSN
2156-7069
Publisher
Association for Learning Technology
Start Page
1
End Page
13
Journal / Book Title
Research in Learning Technology
Volume
28
Copyright Statement
©2020 Nai Li and David Lefevre. Research in Learning Technology is the journal of the Association for Learning Technology (ALT), a UK-based professional and scholarly society and membership organisation. ALT is registered charity number 1063519. http://www.alt.ac.uk/. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International 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, provided the original work is properly cited and states its license.
Identifier
https://journal.alt.ac.uk/index.php/rlt/article/view/2265
Subjects
1099 Other Technology
1303 Specialist Studies in Education
Publication Status
Published online
Date Publish Online
2020-05-04