Abstract:

Some specialized university courses require high-cost, specific equipment, and the complexity of laboratory devices often limits student access. Teaching Holography in Photonics course of Physics degree is particularly affected due to the high cost of lasers and experimental setups. To address this, an interactive holography laboratory practice was developed, supported by explanatory videos, allowing flexible and autonomous learning. This approach aims to improve understanding of holography concepts, promote experimental skills, and strengthen students scientific communication.

The project was carried out in three phases. First, the teaching team designed the interactive laboratory practice, defining the experimental procedures and key concepts. Second, students carried out the practice, recording videos of the experimental steps and setups. Third, the videos were edited to present the experimental process and theoretical background clearly. These videos were used to support learning and presented in class, with students providing feedback.

Results show that explanatory videos improved students comprehension and helped connect theory with practice. Visualizing the experimental process in detail and communicating it reinforced learning and encouraged autonomous study. Compared with previous methods, this approach proved more engaging and effective in terms of motivation and knowledge retention. The experience also highlights the value of audiovisual communication as a teaching tool.

Implementing educational videos in holography teaching has proven effective in enhancing both conceptual and practical understanding. Recording and analyzing experiments via video offers flexible access to knowledge while developing essential scientific communication skills. Future plans include extending this method to other courses and integrating these resources into digital platforms to reach a wider audience.

Keywords:

Holography, Active Learning, Educational Videos, Experimental Teaching, Scientific Communication.