Requirements and Learning Modules for Implementing a Hologram Table in University Lectures

This paper examines the use of a hologram table in university lectures, with a focus on mining engineering education. Its central argument is that holographic technology, which projects detailed three-dimensional objects and environments within a hemispherical volume above the table, can help students grasp complex spatial concepts that are difficult to convey through two-dimensional images. Unlike head-mounted augmented and virtual reality systems, the hologram table permits users to see one another, avoids restricting the field of view, and does not induce motion sickness, which the authors present as advantages for collaborative and student-centered learning.

The study's empirical basis is a qualitative requirements analysis conducted through two design thinking workshops, the first with eight participants (four teachers and four students) and the second with eleven participants that included the student representative board. These sessions were supplemented by the Daling Decision Making Matrix, which teachers applied to six mining engineering courses spanning bachelor's and master's levels. Findings indicate that students want more innovative, diverse, and practical teaching methods, along with greater collaboration and mid-semester assessment, while teachers seek modern media that aid visualization alongside adequate technical support. The matrix results show that the courses share high-level skill learning goals, vary in group size and room type, and generally have limited preparation time for instructors.

Based on these requirements, the authors propose three conceptual modules: a 3D Whiteboard for interactive presentation of complex models, a Building Game for project-based group work in which students make and justify planning decisions, and a Game as a Reward module linking performance in other platforms to in-table incentives. The discussion weighs the strengths and limitations of each, noting that the whiteboard supports large groups but limits peer interaction, while the building game suits small groups and higher-order skills. The modules remain unimplemented and untested, so the paper's claims about effectiveness are prospective; the authors identify pilot testing in two mining courses as the next step.