# Learning Activities with Plants and Technology: A Systematic Literature Review
## 3 Results and Discussion
### Learning Activities Involving Plants and Technology (RQ1)
#### 3.2.1 Education Level  
Learning activities were classified considering the education level at which they were developed. The results show that 'Secondary school' [21; 23; 25; 27; 28; 30; 31; 33; 34] was the educational level at which most learning activities were conducted (64.29%), followed by 'Primary school' (50%) [22; 24; 26; 29; 30; 32; 34], and 'Tertiary school' [28]. Some learning activities were conducted [28; 30; 34] with students from two different educational levels.  
With regard to secondary school levels, [PERSON], [PERSON] et al. [21] conducted a virtual reality group activity (in groups of 3) in which 54 secondary school students participated. In the activity, they used immersive augmented reality with the Oculus Rift device in the videogame Minecraft to build a model of a plant to demonstrate their knowledge and understanding of different concepts related to plants such as respiration and photosynthesis. For this learning activity, they used a virtual species of _Hvacinthoides_ (genre).  
With regard to primary school levels, [PERSON], [PERSON] et al. [32] prepared an individual mixed reality (MR) learning activity in which 40 primary school students used the tool Plant Mixed Reality System (PMRS) to interact in a virtual environment with objects that could be picked up and moved. Students were able to perform different actions and explore key processes in a configurable virtual environment using a virtual plant: seed germination, seed disposal, photosynthesis, and reproduction. The virtual environment was touchless (without keyboard or mouse). The PMRS was intended to understand students' acceptance of the mixed reality (MR) technology for learning, and the factors pertinent to influence their intention to use it. In addition, a quiz was included in the system to measure \"entertainment\" factors and to evaluate the system. The PMRS was considered interactive, enjoyable, interesting, and engaging.  
With regard to mixed school levels, [PERSON], [PERSON] et al. [28] carried out a group activity (2 students per group) in which a total of 296 secondary school and tertiary school (247 tertiary and 49 secondary) students participated. In the activity they were asked to use a tool known as 'Interactive Dichotomous Key (IDK)'. This software assists in plant identification by formulating specific questions: type of reproductive structures, ovary position, connection of floral parts, insertion and shape of the leaves, among others. The authors conclude that the development of multimedia tools such as the IDK can be a simple and effective solution to increase the motivation of students and teachers to study plant-related science. For this learning activity, the researchers used the species _Clematis campaniflora_, _Papaver rhoas_, and _Ranniculus repens_.  
In the selected studies, tertiary school students are an audience with whom almost no plant-based learning activities involving technology are conducted. Due to the scarcity of papers from tertiary level, we are left with speculation as to why this is not occurring. Perhaps the reason for this is that they are already experienced students, and they have a knowledge level where such activities are felt to be inappropriate. Perhaps lecturers find it more appropriate to teach them at an abstract theoretical level. However, researchers should work on innovative learning activity templates to be able to train tertiary students on direct interactions with real natural environments and plant habitats to provide them with new insights through innovative ways of teaching/learning involving plants.