Discussion
mistakes
The results of the first question indicated that the experimental group performed fundamental boxing skills better in the post-measurements than in the pre-measurements. Considering that the participants were beginners to boxing, these results demonstrated the effectiveness of the proposed education program that used the reciprocal style by integrating 3DHT. According to the second question, the experimental group performed better in four straight punches than the control group during the post-measurements. These results were due to the reciprocal relationship between the players in the experimental group. This relationship included executing the required tasks using worksheets that allowed the observer player to provide feedback to the performer player. It also included exchanging roles between them, which positively influenced learning straight punches. These results are in agreement with those reported by Moreover, the experimental group’s superiority in post-measurements was attributed to using 3DHT, which created a 3D illusion of the educated skill, attracting students’ attention and allowing them to visualize and monitor how the skill was performed. Additionally, 3DHT enhances spatial capacity, an important factor in education, as the learner should absorb spatial information from sensory memory. This is consistent with previous studies such as Prado Ortega et al. [The well-designed learning program incorporating 3DHT assisted in placing an appropriate cognitive load in working memory, constructing schemas, and transferring and retaining information in long-term memory, which is consistent with cognitive load theory [Regarding the lack of statistically significant differences between the experimental and control groups in a boxing stance and footwork skills performance degree in the post-measurements, we attribute this to the fact that these skills are first acquired and trained in the first and second educational modules, followed by repetition and correction throughout the entire educational program. This allowed learners to master these skills regardless of the teaching strategy used on them. This is consistent with previous studies such as [The application of 3D hologram technology to teach boxing fundamentals offers an advanced virtual learning environment and provides knowledge that can be applied to real-world scenarios. The visual effect of the 3D hologram captured students’ attention and held their interest, leading to greater motivation among students. The students realized their pre-test mistakes after watching the 3D hologram animation, and in the post-test, the experimental group demonstrated confidence in their ability to perform boxing skills accurately. In this study, participants indicated that they were interested in this kind of learning method compared to conventional teaching methods. Students enjoyed this type of technology and were asked to use it in other courses as well. Several faculty members also expressed excitement about 3D hologram technology when they saw it. Students showed that this technology is beneficial for various reasons, one of which is that it increases their attention span when studying.Based on the large effect size, the post-hoc power analysis further confirms that the effect size was not due to chance, demonstrating that the difference between the two groups was statistically significant. Therefore, the findings can be generalized to the entire population.