# Learning Activities with Plants and Technology: A Systematic Literature Review
## 3 Results and Discussion
### Learning Activities Involving Plants and Technology (RQ1)
#### 3.2.2 Pedagogical Approach  
This section classifies the pedagogical approach considered in each learning activity as cited by the authors of the articles reviewed. The most frequently cited pedagogical approaches were _mobile learning_ (28.57%) [22; 26; 30; 33], _inquiry-based learning_[27; 33; 34], and _collaborative learning_[21; 27]. In addition, some articles describe learning activities related to _augmented-reality learning_[24], _classroom teaching_[32], _edutainment_[32], _e-learning_[28], _self-learning_[32], and _video learning_[24]. The rest of the authors (35.71%) did not specify the type of pedagogical approach that the learning activity they have performed had [23; 25; 29; 31; 34]. With regard to _mobile learning_, [PERSON], [PERSON] et al. [33] conducted an outdoor group activity (4 students) in which 42 secondary school students participated in a unique intervention. Before the outdoor activity, they were asked to do a previous work to understand different concepts related to plants found in the school garden and insert data in an application. Later, they were asked to consult a marker that was placed in the plants with their cell phones that contained information related to the plant and related to the class syllabus. In addition, the application displayed a 3D model of the plant on the marker so that the students could consult information about different parts of the plant. Finally, students filled out a questionnaire and answered questions focused on the mobile learning experience and what they learned from the system. For this learning activity, they used the species _Pinus sylvestris_, _Agaricus bisporus_ (fungus), _Arcaceae_ (genre), and _Lotus_ (genre). With regard to _inquiry-based learning_, activities are divided into the following phases [35]: 'Orientation', 'Conceptualization', 'Investigation', 'Conclusion' and 'Discussion'. In this review the authors have identified three articles that mention this type of learning [27; 33; 34], and the authors have been able to verify the phases of each one of them. The 'Orientation' phase is something that all the articles included [27; 33; 34]; none of them included the 'Questioning' phase; two of them included the 'Hypothesis Generation' phase [27; 34]; all of them included the 'Exploration' phase, either planned by the students or the researchers [27; 33; 34]; two of them included the 'Experimentation' phase, either designed by the students or the researchers [27; 34]; two of them included the 'Data interpretation' phase [27; 33]; only one of them included the 'Conclusion' phase [27]; two of them included the 'Communication' phase [27; 34]; and two of them included the 'Reflection' phase [27; 33]. Although many activities try to innovate when it comes to using technology, some are based on traditional teaching methods but incorporate technology. [PERSON], [PERSON] et al. [34] conducted an individual _inquiry-based_ activity in which 730 primary and secondary school students participated during a unique intervention of 60 min. In the activity, they were asked to conduct a research paper on invasive species and plant biosecurity that they later had to present through self-prepared Powerpoint slides to explain what they had learned. The study was intended to increase the interest and awareness of Florida youth about invasive species so that they would learn concepts related to plant biosecurity and promote early detection of non-invasive species. The activity, divided into three parts (presentation, hands-on activity, and answering student questions), significantly increased the students' understanding of invasive species and the importance of biosecurity. With regard to _collaborative learning_, [PERSON], [PERSON] et al. [27] carried out an inquiry-based group activity (4-5 students per group) in which 31 secondary school students participated during a semester (6 interventions of 120 min).