A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Systematic Review of Research on Reality Technology-Based Forest Education
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.
Systematic Review of Research on Reality Technology-Based Forest Education
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.
Systematic Review of Research on Reality Technology-Based Forest Education
Seonhye Choi (author) / Siyeon Ha (author) / Jiwon Choe (author)
2023
Article (Journal)
Electronic Resource
Unknown
Metadata by DOAJ is licensed under CC BY-SA 1.0
The Application of Extended Reality Technology in Architectural Design Education: A Review
| DOAJ | 2023
Systematic Review of Research Trends in Robotics Education for Young Children
| DOAJ | 2018