Comparative Analysis of Mixed Reality and PowerPoint in Education: Tailoring Learning Approaches to Cognitive Profiles

Abstract

The term immersive technology refers to various types of technologies and perspectives that are constantly changing and developing. It can be used for different purposes and domains such as education, healthcare, entertainment, arts, and engineering. This paper aims to compare the effectiveness of immersive technologies used in education, namely mixed reality, generated with Microsoft HoloLens 2, with traditional teaching methods. The experiment involves comparing two groups of students who received different training methods: the first group saw a PowerPoint slide with an image of the human muscular system, while the second group saw a 3D hologram of the human body that showed the same muscle groups as in the PowerPoint (PPT). By integrating the Intelligence Quotient (IQ) levels of the participants as a predictive variable, the study sought to ascertain whether the incorporation of mixed reality technology could significantly influence the learning outcomes and retention capabilities of the learners. This investigation was designed to contribute to the evolving pedagogical landscape by providing empirical evidence on the potential benefits of advanced educational technologies in diverse learning environments. The main finding of this study indicates that while MR has potential, its effectiveness is closely tied to its interactivity. In cases where the content remains static and non-interactive, MR does not significantly enhance in-formation retention compared to traditional PPT methods. Additionally, the study highlights that instructional strategies should be adapted to individual cognitive profiles, as the technology type (MR or PPT) alone does not significantly impact learning outcomes when the information presented is identical.