From Bored to Excited: Primary Students’ Preferences for Holographic English Learning Media
Santi Andriyani – Hamidaturrohmah – Harminto Mulyo – Abdulloh Hamid – Noor Azizah
DOI: 10.18355/XL.2026.19.01.11
Abstract
The rapid digital transformation of education demands innovative learning media that can enhance primary students’ engagement in English learning. However, many classrooms still rely on conventional, teacher-centered approaches that often lead to boredom and low motivation. This study aims to investigate primary students’ preferences for holographic English learning media and to examine whether these preferences differ across school contexts. Using a descriptive quantitative design, data were collected through a structured Likert-scale questionnaire measuring cognitive experience, affective engagement, and behavioral patterns. Participants were drawn from four schools (two public and two private/madrasah) at the upper primary level. Prior to analysis, normality and homogeneity tests confirmed that the data met parametric assumptions. A One-Way ANOVA revealed significant differences in students’ preferences among the four schools (p < .05). Post-hoc Tukey’s HSD analysis showed that the two private schools formed a homogeneous group with significantly higher mean scores than the two public schools, which also formed a homogeneous but lower-performing group. These findings indicate that holographic media can foster greater emotional engagement and learning motivation, particularly in contexts with better technological readiness. The study highlights the importance of school context in maximizing the potential of immersive digital media for 21st-century English learning
Key words: English learning, holographic media, primary students, student engagement
Pages: 163-176
Full Text