Systematic Review of Research on Reality Technology-Based Forest Education

Abstract

This study aimed to analyze the effectiveness of reality technology programs in forest education by systematically reviewing prior studies that have verified the effectiveness of reality technology-aided forest education content. Additionally, we checked the current status of reality technology content-based forest-related education. We searched for data on forest education using reality technology published until November 2022 in both domestic and foreign web-based academic databases. In total, 117 research papers were identified, and 13 were selected based on the data selection criteria. After systematic analysis, we inferred the following: First, most reality technology-based forest education programs use augmented reality (AR); the software is customized and developed for mobile devices because AR is effective in two-way communication owing to the nature of the technology. Second, forest education showed greater cognitive and affective effects when reality technology was used (cognitive effect: 71.4%; affective effect: 63%) than when it was not used. Third, forest education using reality technology produced more than 90% cognitive and affective effects (cognitive effect: 90%; affective effect: 100%). Therefore, forest education using realistic technology can have a positive effect indoors. Although these results are difficult to generalize, they can be used as basic data for future research on reality technology-based forest education.