Immersive Islamic History Learning: Analyzing Holographic Technology Acceptance and the Potential of Artificial Intelligence (AI) Integration Among the Digital Generation
DOI:
https://doi.org/10.53840/e-jpi.v13i2.423Keywords:
Holographic Display, Digital Pedagogical Innovation, Islamic History, Technology AcceptanceAbstract
Technological innovations in broadcast media have opened new dimensions in the delivery of educational content, aligning with the needs of the digital generation and the era of Artificial Intelligence (AI). This study aims to analyze the level of acceptance among a specific cohort of Higher Education Institution (HEI) students regarding the use of holographic technology as an innovative medium in learning Islamic History, while exploring its potential as a foundation for interactive AI-driven learning agents. Employing a quantitative methodology with a descriptive survey approach, 116 students participated in this study. Respondents were exposed to 13 episodes of the television program "Halaqah 2024" which applied holographic technology, before completing an online questionnaire measuring Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude Toward Using (ATU), and Behavioral Intention (BI). The analysis revealed highly positive acceptance levels regarding usefulness (Mean=3.97), ease of use (Mean=3.85), and attitude toward the innovation (Mean=4.01). However, reliability analysis uncovered a behavioral anomaly in BI; while students demonstrated high personal commitment to using the technology (Mean=4.08), they were hesitant to recommend it to peers (Mean=3.15). Critical discussion suggests this discrepancy is influenced by individual learning styles and accessibility limitations of 2D screen projections. This study suggests that holographic visual displays hold immense potential as digital pedagogical tools and underscores the necessity of integrating Generative AI to create fully immersive historical learning environments in the future.
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