Deficiencies in online communication software inspired the HoloLearn project that proposes to aid hybrid education via a hologram. Yet the epistemic and psychological effects of this medium remain largely uncharted. To help integrate the hologram into a hybrid education system, the present study conducted experiments which explored the nature of the hologram itself. With a lecture on Japanese History until 1603, this research compared the hologram's twofold effects on students with Zoom, an already popular option for online lecturing. The study concludes that there is no statistically significant difference between the two teaching modalities, and also suggests that the hologram, depending on the viewer, can be either engaging or distracting. Flaws in experimental design and other external constraints might have exerted some influence on these findings.