The Paradox of Presence: Asymmetric Interaction in Mixed Reality Distance Performance Art Education

Abstract

Addressing the challenge of limited presence in distance education for the performing arts, this qualitative case study evaluates the use of Microsoft HoloLens 2 in one-on-one performance art instruction. It examines its impact on instructional effectiveness, student–teacher interaction, and technology acceptance. The study utilised an asymmetric model: the teacher wore HoloLens 2 to observe a 3D image of the student, while the student observed the teacher through a 2D screen. The core findings revealed a paradoxical experience: the technology enhanced spatial perception and movement-guidance accuracy, yet suffered from inherent limitations in conveying nonverbal cues, such as eye contact, creating emotional and sensory distance while increasing perceived physical proximity. The study also identified adaptive strategies adopted by teachers and students to overcome technological constraints, alongside variations in subjective experience due to system stability and individual differences. It is concluded that practical experience with HoloLens 2, a benchmark device, highlights the paradox of applying MR technology in professional contexts. Its effectiveness depends not only on comprehensive sensory support at the hardware level, but also on the co-evolution of users and pedagogy. This study offers insights for the future design and application of related technologies.

Keywords: Mixed Reality, Hololens 2, Distance Education, Performance Art, Presence, Embodied Cognition, Asymmetrical Interaction.

DOI: 10.54941/ahfe1007522