Worldwide, young people’s interest in science, technology, engineering, and mathematics (STEM) education declines around pre-teen and early teenage years. Research shows that belief in one’s own scientific ability likely reinforces scientific ambition and effort, suggesting knowledge acquisition should not be neglected when encouraging scientific engagement. Educational tools harnessing three-dimensional (3D) visualisation technologies can increase engagement with science and facilitate knowledge acquisition, often proving more effective than traditional approaches. These educational tools prove particularly beneficial for anatomy education, as complex 3D structures and spatial relationships can be difficult to visualise and understand when learning from 2D materials. Hologram-based educational tools offer considerable advantages over 3D approaches such as virtual reality (VR), augmented reality (AR), and mixed reality (MR) as they do not require a head-mounted display or handheld equipment. Building upon pre