The Holographic Brain: Interactive Holography for Engaging Young People with Anatomy Education

Worldwide, young people’s interest in science, technology, engineering, and mathematics (STEM) education declines around preteen and early teenage years. Educational tools harnessing three-dimensional (3D) visualization technologies can increase engagement with science while effectively facilitating knowledge acquisition. These educational tools are particularly beneficial for anatomy education, often proving more effective than traditional approaches. Hologram-based educational tools offer considerable advantages over 3D approaches such as virtual reality (VR), augmented reality (AR), and mixed reality (MR) as they do not require a head-mounted display or handheld equipment. Building on previous research, this study aimed to define a technological framework for an interactive hologram-based application using hand-tracking technology. It also aimed to produce an application utilizing this framework to educate young people on basic neuroanatomy, to examine its efficacy at facilitating knowledge acquisition, and to examine elements of user experience. The application presented in this study utilizes a Pepper’s Ghost illusion and implements gesture control paradigms via the Leap Motion Controller. User testing was conducted with 20 participants aged 9–12, assessing knowledge acquisition, usability, motivation, and cognitive load. The application significantly increased neuroanatomy knowledge by a mean of 30%, had a usability rating above the benchmark median, was motivating, and imposed low cognitive load. Limitations of this study include a lack of both participant demographic data and comparative data with traditional learning approaches. Applications of the type developed in this study represent a novel way of engaging young people with STEM education, in a manner potentially capable of combatting their declining interest.