# Learning Activities with Plants and Technology: A Systematic Literature Review
## 3 Results and Discussion
### Technolgies Used in Learning Activities with Plants (RQ2)  
This section classifies the technologies extracted from the articles (see Table 3). Therefore, technologies used in learning activities with plants are clustered based on whether they are intangible (e.g., software, mobile app, or virtual reality) or tangible (e.g., hardware, smartphones, or sensors). In this article, we have considered intangible technologies to be those that do not have a physical entity, such as computer programs or technological clusters, as cited by the authors of the selected articles. _Software programs_ were the most frequently used technology (64,28%) [22; 23; 24; 25; 26; 28; 30; 31; 34], followed by _virtual/mixed/augmented reality_ (42.86%) [21; 23; 24; 28; 32; 33], _digitized galleries_ (28.57%) [27; 28; 29; 31], _electronic games_[21], and _web pages_[28]. With regard to tangible technologies, in this article, we have considered tangible technologies to be those that can be manipulated and therefore have a \begin{table}
\begin{tabular}{c c c} \hline \hline
**Reference No.** & **Intangible Technologies** & **Tangible Technologies** \\ \hline
[26] & PDA app (MPLS: Mobile Plant Learning System) & PDAs \\ \hline
[23] & Virtual reality & Personal computer \\ \hline
[32] & Mixed reality & - \\ \hline  & FLAR ToolKit (AR Library for Flash) & Arduino \\
[24] & Papervision 3D (open-source 3D engine for Flash) & Microphone \\  & Serproxy (middleware) & Webcam \\  & Augmented reality & Webcam \\ \hline  & Virtual reality & Personal computer (PC) \\
[21] & Electronic games (Minecraft) & Oculus Rift \\ \hline  & PC app (IDK: Interactive Dichotomous Key) & \\
[28] & Digitalized gallery (photos and illustrations) & Personal computer \\  & Web pages & \\ \hline  & Smartphone/tablet app & Smartphone \\  & (camera and multimedia visualizer apps) & Tablet \\ \hline  & Augmented reality & Smartphone \\
[33] & Smartphone app (MAPILS: Mobile Augmented Reality Plant & Smartphone \\  & Inquiry Learning System) & \\ \hline  & PC app (Photoshop, PaintTool Sai, Geogebra, Microsoft Excel) & Personal computer \\ \hline  & [27] & Digitalized gallery (photos and videos) & Laboratory tools for chemical reactions \\ \hline  & [30] & Android app & Smartphone \\ \hline  & [34] & Powerpoint & Personal computer \\ \hline  & App (text processor) & - \\  & Digitalized gallery (images) & \\ \hline  & & Camera \\
[29] & Digitalized gallery (photos) & CO\({}_{2}\) sensor \\  & & pH sensor \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Technology used in the learning activities. physical entity. The most frequently used tangible technologies were personal computers (28.57%) [21; 23; 25; 34], followed by devices involving sensors, microcontrollers, or actuators [24; 27; 29], or smartphones [22; 30; 33]. In addition, physical devices such as the Oculus Rift [21] and PDAs [26] were featured in learning activities. The selected articles describe several articles combining both tangible and intangible technologies. With regard to learning activities that used _software_, [PERSON], [PERSON] et al. [25] conducted an activity in which secondary school students participated. In the activity, they were asked to perform mathematical modeling of the distribution of leaves on a plant and the growth of the plant. According to the researchers, to carry out this work, the students worked in the same way as foresters do. The activity was divided into two phases. In the first, students constructed geometric models to explain, in mathematical terms, how plants and petals are distributed in plants. In the second, students analyzed plant growth and what mathematical model could model this growth. As a result, they were able to estimate leaf area, simplify difficult-to-obtain quantities (such as area), and thus calculate the plant's ability to receive sunlight. For this learning activity, they used the species _Echeveria elegans_, _Graptopedulum paraguuense_, _Hibiscus rosa sinensis_, and _Lantana camara_.