This study aims to address the gap in research by analyzing the effect of holographic technology on the learning process in a multi-campus setting with multicultural students within an undergraduate Business School course at the Tecnologico de Monterrey. The study examines whether students perceive the use of holographic technology as an element that enhances their learning experience.

The literature review reveals that 3D Hologram Technology (3DHT) has been extensively used and recognized for its advantages and benefits in various fields, particularly in engineering and medicine. By providing students with the ability to visualize and interact with 3D images of objects, such as the human heart or specialized tools, 3DHT offers a unique learning stimuli that goes beyond traditional pictures.

In this research, the hologram was a professor, lecturing live, from a remote location, transmitting its image (hologram) to five different campuses. Classes were held in a special classroom that allowed the use of holographic technology, letting students interact with the professor in real time, enhancing the experience.

Out of the 10 classes in the course, six classes were selected to be held using holographic technology. Classes were lectured by three different professors, two classes each one. Each holographic class had a duration of approximately 90 minutes. At the end of each holographic class, students were asked to answer a standardized survey provided by the Educational Innovation Department.

Results show that one particular campus evaluated all professors higher than the rest, and one lower; but professors mean evaluation are similar; all of them very good evaluations. Qualitatively, 82% of the words used to describe the class were positive and only 10.4% negative. Several students mention that at some point during the class they thought that the holographic professor was physically in the classroom with them.

The use of this holographic technology has the potential of being seen as a significantly disruptive lecture. Although results are very positive, professors need to be strongly committed to its use, mainly because the planning of the class will take more time than a regular class, and aside from technology to transmit and receive, there are a whole lot of other people that must be involved to make this happen. Schools must be aware of the implications, costs, strengths and weaknesses in order to get full advantage of it.

Keywords: Holographic technology, education, learning outcomes, 3D hologram technology, multi-campus setting, education innovation.