Semester of Graduation
Summer 2026
Degree Type
Dissertation
Degree Name
Secondary and Middle Grades Education (SMGE)
Department
Ed.D
Committee Chair/First Advisor
Dr. Stephen Goss
Second Advisor
Dr. Laurie Dias
Third Advisor
Dr. Robert Montgomery
Abstract
This qualitative case study explored how seventh-grade students experienced three-dimensional (3D) holographic technology during writing instruction. Grounded in Self-Determination Theory (SDT) and Multimodality Theory, the study examined how students’ intrinsic motivation processes were influenced by immersive learning environments that incorporated multiple modes of communication. A qualitative case study design was employed with 15 seventh-grade students. Data were triangulated through classroom observations, semi-structured interviews, focus groups, and artifact analysis.
Findings indicated that the 3D holographic environment supported students’ experiences of autonomy, competence, and relatedness. Students engaged with diverse modes of expression, including textual, visual, spatial, and gestural forms, which enhanced their narrative development. Results demonstrated that teacher scaffolding strategies supported students as they engaged in narrative construction and reflective thinking within the digital environment. Ultimately, the study revealed that a 3D holographic multimodal literacy environment promoted individual agency and collaborative learning. These findings suggest that integrating 3D technologies may support student motivation and contribute to transforming traditional educational practices into more inclusive and engaging learning experiences.