Reimagining Educational Environment

This paper attempted to measure the impact of using 3D holograms within an educational environment on the pronunciation skills and the engagement level of the language learners. Therefore, through a quasi-experimental study, 60 Omani English as a foreign language (EFL) learners with pre-intermediate English proficiency level were divided into a control (face-to-face training) and an experimental group (3D Hologram-enhanced learning) with an equal number of 30 students in each group. To measure the effect of the treatment within a six-week treatment period, pronunciation pretests, posttests, and delayed posttests were conducted for both groups, along with an engagement questionnaire, which was initially developed by Quiben et al. within the experimental group. The results of the study confirmed initial progress of both groups in the pronunciation posttest, but the experimental group significantly outperformed the control group (p < .001). In the delayed posttest, while the control group showed a decline from the pretest, the experimental group sustained significant progress (p < .001). The analysis of the engagement questionnaire revealed an increase in the engagement level of students due to the use of 3D holograms. The results are helpful for teachers, students, and the institutions.