Educational technology is increasingly used in modern curricula. This is particularly the case in disciplines such as health sciences and medicine, where 3D representations of the human body facilitate an enhanced learning experience compared with traditional media or textbook illustrations. Virtual reality is already used for teaching at several universities. But VR technology requires users to wear a headset that blocks out the real world, removing learners from the classroom, and placing them in their own virtual space.

This makes it hard for educators to work with the technology during a teaching session. Education through virtual reality remains largely standalone and supplementary to the content otherwise taught in class. On the other hand, mixed reality, as observed through devices such as HoloLens, could allow users to remain a physical part of the class, with the digital visualisations being included in addition to the normal instruction. In this way, the live educator remains part of the direct experience, with verbal instructions and teaching continuing as normal.

The holographic renderings provide an additional layer to normal learning sessions. It also allows the students’ hands to be free, so they can write notes or interact with resources around the teaching space. This new range of hologram-capable devices may bridge the gap between the teacher-directed style of lessons, and the student undergoing self-study away from live instruction.

As these technologies develop, we, as educators, can work with the 3D representations to enhance our teaching. For example, during a lesson on the cardiovascular system, a beating heart could be represented in front of the students, while the educator guides them through the features. Or a human brain could be visualised in 3D space, while regions are highlighted and dissected in real time by the educator. This creates a style of lesson not possible through simple pen and paper, or even through virtual reality.