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This study evaluates four 3D reconstruction methods鈥攑hotogrammetry, a NeRF-based approach, Gaussian splatting, and LiDAR鈥攆or creating realistic holographic representations of laboratory objects aimed at educational use. Graduate students assessed the fidelity of the generated models, revealing that the NeRF-based method consistently produced high-quality representations, particularly for challenging items like transparent and reflective objects. The findings highlight the varying strengths of each method, particularly in terms of shape and color accuracy, while also providing a practical workflow for enhancing immersive learning experiences in augmented and mixed reality environments.
NeRF-based methods outperform traditional techniques in generating high-fidelity holograms of complex laboratory objects, transforming educational visualization.
In this study, we examined whether current 3D reconstruction methods can support the creation of realistic holographic representations of laboratory objects for educational use. In this regard, we compared four approaches: photogrammetry, a neural radiance field (NeRF)-based method, Gaussian splatting, and LiDAR. These methods were used to generate holographic models of common laboratory items and their fidelity was evaluated by graduate students. Participants assessed the models for shape, color, texture, and visual defects using a repeated-measures design. Across objects, the NeRF-based method produced the most consistently high-fidelity representations, particularly for transparent, reflective, or low-texture items that were difficult to capture with other approaches. Shape and color were generally reproduced more successfully than texture, suggesting that some visual properties remain more challenging to represent accurately in educational holograms. Beyond identifying the strengths and limitations of each reconstruction method, the study demonstrates a practical workflow for creating immersive learning objects that may support pre-laboratory preparation, spatial reasoning, and student engagement in AR/MR-based educational environments. These findings offer design-relevant insights for educators and researchers developing immersive digital learning experiences.
