el uso de la holografía como recurso educativo para el aprendizaje de ciencias sociales en estudiantes de educación general básica.

Abstract

The project explores holography as an innovative technology that allows the creation of three-dimensional images that can transform education by providing complete visual representations of concepts and complex objects, this technology benefits students with visual learning styles, as it facilitates the understanding of abstract topics. At Colegio de Bachillerato Nueve de Octubre, holography was implemented in the subject of Social Sciences to improve comprehension and retention of information. The objective was to demonstrate how holographic images can make learning more attractive and meaningful for students, motivating them to actively participate in the educational process. In diagnosing the needs, it was discovered that digital technologies have great potential for use in the Social Sciences but have been limited.To address this gap, a holography prototype was developed using tools such as ZapBox, Looking Glass and Portrait.These tools allow three-dimensional images to be displayed without the need for glasses or helmets, facilitating their integration into the classroom, pedagogical, technical and accessibility quality criteria were established to ensure that the holographic activities were relevant, interactive and adaptable to diverse learning styles. The objective was not only to improve understanding of the content, but also to encourage curiosity and interest among students. The implementation of holography also has a significant impact on teachers, who must adopt an active and strategic pedagogical approach to maximize the potential of this technology. Teachers need to guide the use of holography to avoid distractions and ensure that it is used as a tool to facilitate meaningful learning by doing so, they can encourage reflection and critical thinking in students.Holography should not be just a technological novelty, but an educational tool to enrich the teaching and learning process, promoting a participatory learning environment. The development of the holography prototype followed a structured methodology based on Gagné's model, which includes nine stages of learning: capturing attention, informing objectives, stimulating prior recall, presenting content, providing guidance, performing practice, giving feedback, evaluating performance, and improving retention and transfer. These stages ensure that learning is effective and meaningful, allowing students to develop skills such as problem solving and critical thinking. Software such as Blender was used for 3D design and animation, allowing the creation of complex animations and photorealistic visual effects, providing an enriching educational experience. Finally, the evaluation of the prototype showed that holography facilitates the understanding of complex concepts by allowing students to visualize and manipulate three-dimensional models, for example, in biology, students can observe a holographic model of a cell and explore its different parts, or in history where they can visualize a holographic reconstruction of a battle or an ancient city. This technology stimulates active learning by engaging various senses, making students participate dynamically in the construction of their knowledge. Holography, therefore, not only improves content comprehension, but also increases student motivation and interest, promoting more effective and meaningful learning.