Perceptions of female students toward hologram video conferencing technology at AOU

  • Abstract
  • Keywords
  • References
  • PDF
  • Abstract

    The research paper primarily aims at understanding women's discernment in the field of education if it is governed by technology such as hologram video conferencing. The paper is expounded in the context of Saudi Arab’s education system as the country of Saudi Arab is fringed by many rules and regulations for females pursuing higher education. The research paper will extrapolate the change in conventional learning and the ways in which it can benefit women’s perception and society at large. Arab Open University (AOU) has been a pioneer in distance and e-learning in SA and hence the study is directly directed towards implementing Hologram Video Conferencing and viewing the change in gender biases when it comes to acquiring scientific learning. The paper will also delve into the challenges that can be faced in adoption of holographic based learning and how it can be overcome by changing awareness and deploying more stringent rules by the government.


  • Keywords

    Hologram Based Education; Perception of Female Students; AOU; Saudi Arabia.

  • References

      [1] Abdullah, A. M. (2011). Factors affecting business students' performance in Arab Open University: The case of Kuwait. International Journal of Business and Management, 6(5), 146.

      [2] Adham, R., Lundqvist, K., & Parslow, P. (2016, April). The use of avatars in gender segregated online learning within MOOCs in Saudi Arabia. In Global Learn (pp. 86-93). Association for the Advancement of Computing in Education (AACE).

      [3] Aina, O. (2010). Application of holographic technology in education.


      [5] Alebaikan, R., & Troudi, S. (2010). Blended learning in Saudi universities: challenges and perspectives. ALT-J, 18(1), 49-59.

      [6] Alebaikan, R., & Troudi, S. (2010). Blended learning in Saudi universities: challenges and perspectives. ALT-J, 18(1), 49-59.

      [7] Alenezi, A. (2015). Influences of the mandated presence of ICT in Saudi Arabia secondary schools. International Journal of Information and Education Technology, 5(8), 638.

      [8] Al-Fahad, F. N. (2009). Students' attitudes and perceptions towards the effectiveness of mobile learning in King Saud University, Saudi Arabia. Online Submission, 8(2).

      [9] Al Gamdi, M. A., & Samarji, A. (2016). Perceived barriers towards e-Learning by faculty members at a recently established university in Saudi Arabia. International Journal of Information and Education Technology, 6(1), 23.

      [10] Al Ghamdi, A., Samarji, A., & Watt, A. (2016). Essential considerations in distance education in KSA: Teacher immediacy in a virtual teaching and learning environment. International Journal of Information and Education Technology, 6(1), 17.

      [11] Alhabeeb, A., & Rowley, J. (2017). Critical success factors for eLearning in Saudi Arabian universities. International Journal of Educational Management, 31(2), 131-147.

      [12] Allani, C., & Sharafuddin, H. (2012). The demand and supply imbalances in blended learning at Arab Open University-Kuwait. International Journal of Arts & Sciences, 5(3), 347.

      [13] Almalki, S., & Ganong, L. (2018). Family life education in Saudi Arabia. In Global perspectives on family life education (pp. 381-396). Springer, Cham.

      [14] Alothman, M., Robertson, J., & Michaelson, G. (2017). Computer usage and attitudes among Saudi Arabian undergraduate students. Computers & Education, 110, 127-142.

      [15] Al-Saud., H. S. B. A. (2016) Saudi Vision 2030.Saudi Arabia: GOV.SA.

      [16] Alwedinani, J. (2016). Gender and subject choice in higher education in Saudi Arabia. Lulu. com.

      [17] Amador, F., Nobre, A., & Barros, D. (2016). Towards a model of a didactics of eLearning: an application to education for sustainable development. In Handbook of Research on Engaging Digital Natives in Higher Education Settings (pp. 396-415). IGI Global.

      [18] Aman, A. M., Meddour, H., Majid, A. H., & Auf, M. A. (2016). Exploring the use of holographic telepresence in designing virtual learning environments: A Saudi experience. Journal of Economic & Management Perspectives, 10(4), 610-621.

      [19] AOU. (25 April, 2017). Retrieved from Arab Open University, Saudi Arabia:

      [20] Barkhaya, N. M. M., & Halim, N. D. A. (2016, December). A review of application of 3D hologram in education: A meta-analysis. In 2016 IEEE 8th International Conference on Engineering Education (ICEED) (pp. 257-260). IEEE.

      [21] Basahel, S., & Basahel, A. (2018). An empirical study of challenges in online distance education in Saudi Arabia. International Journal of Information Technology, 10(3), 289-302.

      [22] Bingimlas, K. A. (2017). Learning and Teaching with Web 2.0 Applications in Saudi K-12 Schools. Turkish Online Journal of Educational Technology-TOJET, 16(3), 100-115.

      [23] Candarli, D., & Yuksel, H. G. (2012). Students’ perceptions of video-conferencing in the classrooms in higher education. Procedia-Social and Behavioral Sciences, 47, 357-361.

      [24] Education at a Glance 2015: OECD Indicators. (2015). Retrieved From

      [25] Ge, S. (2011). Women’s college decisions: how much does marriage matter?. Journal of Labor Economics, 29(4), 773-818.

      [26] Ghuloum, H. (2010). 3D hologram technology in learning environment. In Information Science & IT Education Conference (pp. 693-704).

      [27] Hamdan, A. (2005). Women and education in Saudi Arabia: Challenges and achievements. International Education Journal, 6(1), 42-64.

      [28] Hamdan, A. (2013). An Exploration into" Private" Higher Education in Saudi Arabia: Improving Quality and Accessibility?. The ACPET Journal for Private Higher Education, 2(2), 33.

      [29] Hamdan, A. K. (2014). The reciprocal and correlative relationship between learning culture and online education: A case from Saudi Arabia. The International Review of Research in Open and Distributed Learning, 15(1).

      [30] Hamdi, T., & Abu Qudais, M. (2018). Optimising the blended learning environment: the Arab Open University experience. Open Learning: The Journal of Open, Distance and e-Learning, 33(1), 46-62.

      [31] Hauze, S. W., Hoyt, H. H., Frazee, J. P., Greiner, P. A., & Marshall, J. M. (2019). Enhancing nursing education through affordable and realistic holographic mixed reality: the virtual standardized patient for clinical simulation. In Biomedical Visualisation (pp. 1-13). Springer, Cham.

      [32] Hu-Au, E., & Lee, J. J. (2017). Virtual reality in education: a tool for learning in the experience age. International Journal of Innovation in Education, 4(4), 215-226.

      [33] Ibrahim, M. A., & Van der Heijden, B. I. (2019). Learner characteristics’ factors and their relationship with drop-out in distance learning: The case of the Arab Open University in Saudi Arabia Riyadh Branch.

      [34] Islam, S. I. (2019). Science, Technology, Engineering and Mathematics (STEM): Liberating Women in the Middle East. World Journal of Education, 9(3), 94-104.

      [35] Jagadamba, G., & Babu, B. S. (2016). Adaptive context-aware access control model for ubiquitous learning environment. BVICA M's International Journal of Information Technology, 8(1), 922.

      [36] Jamjoom, Y. (2012). Understanding private higher education in saudi arabia-emergence, development and perceptions (Doctoral dissertation, Institute of Education (University of London).

      [37] Jones, G., & Alba, A. D. (2019). Reviewing the effectiveness and learning outcomes of a 3D virtual museum: A pilot study. In Virtual Reality in Education: Breakthroughs in Research and Practice (pp. 52-75). IGI Global.

      [38] Kalansooriya, P., Marasinghe, A., & Bandara, K. M. D. N. (2015). Assessing the Applicability of 3D Holographic Technology as an Enhanced Technology for Distance Learning. IAFOR Journal of Education.

      [39] Koyame-Marsh, R. O. (2017). The dichotomy between the Saudi Women's education and economic participation. The Journal of Developing Areas, 51(1), 431-441.

      [40] Ma'arop, A. H., & Embi, M. A. (2016). Implementation of blended learning in higher learning institutions: A review of the literature. International Education Studies, 9(3), 41-52.

      [41] Navarro, P., & Shoemaker, J. (2000). Performance and perceptions of distance learners in cyberspace. American journal of distance education, 14(2), 15-35.

      [42] Orcos, L., & Magreñán, Á. A. (2018). The hologram as a teaching medium for the acquisition of STEM contents. International Journal of Learning Technology, 13(2), 163-177.

      [43] Rajab, K. D. (2018). The effectiveness and potential of E-learning in war zones: An empirical comparison of face-to-face and online education in Saudi Arabia. IEEE Access, 6, 6783-6794.

      [44] Rajkhan, S. (2014). Women in Saudi Arabia: Status, rights, and limitations.

      [45] Roberts, M. R., McGill, T. J., & Hyland, P. N. (2012). Attrition from Australian ICT degrees-why women leave.

      [46] Sembawa, S., Sabbah, W., & Gallagher, J. E. (2018). Professional aspirations and cultural expectations: a qualitative study of saudi females in dentistry. JDR Clinical & Translational Research, 3(2), 150-160.

      [47] Smith-Hunter, A. E., Nolan, J., & Carpenter, M. (2019). Relationships between College Costs and College Funding: Evidence from the United States. Business Education & Accreditation, 11(1), 1-17.

      [48] Spencer, R. (2016) 'Could Saudi Arabian Soon be Allowed to go to the Cinema?', The Telegraph,May152016. Jan 12 2017).

      [49] Walker, R. A. (2013). Holograms as teaching agents. In Journal of Physics: Conference Series (Vol. 415, No. 1, p. 012076). IOP Publishing.

      [50] Yamani, H. A. (2014). E-learning in Saudi Arabia. Journal of Information Technology and Application in Education, 3(4), 169.




Article ID: 30938
DOI: 10.14419/ijet.v9i3.30938

Copyright © 2012-2015 Science Publishing Corporation Inc. All rights reserved.