Development of 3DPH: HoloRead for Preschool Children’s Learning

A Product of the Instructional Design Process Developed According to the Seels and Glasgow Model: Interactive Hologram-Supported Material Set

“…There are conclusions in the literature that the hologram technology that allows for the display of objects from different angles (Aina, 2010), facilitates comprehension of scientific topics existing in real life and can be used in teaching concepts (Mnaathr and Basha, 2013), and that its use would be effective in the instruction of science (Olson, 2013). Moreover, the reason why materials are preferred to be prepared in three-dimensional form these days (Işık, Işık and Güler, 2008) is the fact that the real world is three-dimensional and that abstract concepts may be concretized by using three-dimensional images (Barkhaya and Halim, 2017;Eschenbrenner, Nah and Siau, 2008;Ghuloum, 2010). Generation of three-dimensional, lifelike images with the developed material set would contribute to the concretization of the difficult concepts that require a process as well as the abstract concepts.…”

“…Moreover, these technologies attract children's attention and render the learning process more exciting for them (Oh and Woo, 2008;Wojciechowski and Cellary, 2013;Zhou, Cheok, and Pan, 2004). Accordingly, three -dimensional hologram technology would contribute to concretizing abstract concepts, easy comprehension of subjects that are difficult to grasp, the presentation in a realistic manner of objects and events that cannot be observed or that require a process of observation, and children's meaningful learning (Barkhaya and Halim, 2017;Eschenbrenner, Nah, and Siau, 2008;Ghuloum, 2010). Thus, it becomes possible for the children to understand concepts correctly and to generate schemas accordingly in their minds by giving them the sense that the objects that are indeed not present at that specific location, are there (Odabaşı, 2015).…”

“…Several reasons have been put forward in favour of using this technology in the area of education. To name a few: its ability to contribute to the development of children's cognitive skills by increasing attention, participation, and interaction (Barkhaya and Halim, 2017), to provide the learners with convincing images (Kalansooriya, Marasinghe and Bandara, 2015), to develop spatial thinking skills and depth perception (Okulu and Ünver, 2016). In this respect, using this technology in the instruction of scientific concepts that are difficult to grasp and that require a process would favourably affect learning.…”

“…Olson (2013), on the other hand, especially proposes the use of 3D hologram technology in the area of science. As regards preschool education, Monnin (2010) emphasises that 3D technology excites children and attracts their attention, and Barkhaya and Halim (2017) stress that this technology constitutes interactive material that attracts the attention of children in the learning process and contributes to the development of their cognitive skills in the best way. In this context, this research aimed to design a learning process for teaching scientific concepts during the preschool period and to assess its impact.…”

Evaluation of the Visual Learning Application for Mathematics using Holography Display for the topic on Shape and Space

“…Source: [17] Based on educational arrangements, hologram pyramid studies have been conducted in subjects such as science, history and logistics. A 3D pyramid-shaped hologram (3DPH) study called HoloRead to improve reading and writing skills for preschool children was conducted by Barkhaya et al [18]. 3DPH visualization tools emphasize the concept of learning while having fun using real 3D displays that guide students to anticipate and interpret learning objects from different perspectives.…”