| Sumario: | Background: Effective communication in education employs diverse methods, with hologram technology representing teaching staff. Holograms, using different character realism levels, aim to sustain student interest and motivation. This study explores whether student valence, influenced by hologram tutor character appearance, significantly mediates the relationship between character realism and emotions in student learning. Objectives: The study aimed to determine whether valence acts as a significant mediator in the relationship between the appearance designs of three hologram tutor characters and students' overall enjoyment in learning. Methods: We employed a quasi‐experimental design for this study to examine the relationship between hologram tutors and their effectiveness across three different levels of character realism. A total of 90 higher education institute students participated in the research. The data collection process utilised the Self‐Assessment Manikin (SAM) and the Achievement Emotion Questionnaire (AEQ) questionnaire sets. Regression analysis, following Baron and Kenny (1986) model, was applied to test and analyse whether students' enjoyment attributed to the hologram tutor's character design acted as a significant mediator. Results: The findings surprisingly revealed no significant mediating effect when employing an appropriate hologram tutor character appearance. There was no statistically significant regression observed in the relationship between hologram tutor appearance and overall learning enjoyment. Notably, the enjoyment mean scores for all character designs were within the positive emotions range. Conclusion: In conclusion, the enjoyment experienced by students due to the hologram tutor's character design does not emerge as a significant mediator in the relationship between the level of realism of the hologram tutor and the emotional responses in student learning. The contributing factors influencing this finding are elaborated upon in the subsequent discussion. Implications: This study brings novel insights to the use of hologram tutor character appearance, aiming to enhance valence and emotional engagement in student learning experiences. The findings contribute to understanding effective strategies for utilising hologram technology in education. Lay Description: What is already known about this topic?: Hologram technology is increasingly utilised in education as a means of enhancing teaching and learning experiences.Previous research has shown that hologram tutors, representing teaching staff, have the potential to positively impact student engagement and motivation in learning.The level of realism in hologram tutor character appearance can influence students' emotional responses during learning sessions. What this paper adds?: This study investigates the role of valence, influenced by hologram tutor character appearance, as a potential mediator between character realism and student enjoyment in learning.Contrary to expectations, the findings suggest that valence stimulated by hologram tutor appearance does not significantly mediate the relationship between character realism and student enjoyment.The study provides insights into the complexities of designing effective hologram tutor experiences and highlights the importance of considering various design elements beyond mere replication of human figures. Implications for practice: Educators and designers should carefully consider the design elements of hologram tutors, including character appearance and interactive features, to optimise their effectiveness in enhancing student learning experiences.The findings suggest that the use of well‐designed 3D human cartoon characters and human‐robot characters could be beneficial in developing hologram tutor media.Further research is needed to explore additional factors, such as facial expressions and delivery style that may influence student enjoyment and engagement with hologram tutors.
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