Systematic review of research on reality technology-based forest education

¹ Hacettepe University, Department of Mathematics and Science Education, 06800 Ankara, Turkey.
² Ordu University, Department of Mathematics and Science Education, 58140 Ordu, Turkey.

^* Corresponding author: gmercn@gmail.com

Abstract

This systematic review explores the effectiveness of reality technology programs, such as augmented reality (AR) and virtual reality (VR), in enhancing forest education. By evaluating 13 selected studies from various academic databases, this research examines both the cognitive and affective outcomes of incorporating reality technologies into forest-related educational programs. The findings reveal that AR and VR significantly improve learning experiences by fostering deeper cognitive understanding and emotional engagement with forest environments and ecological concepts. Specifically, augmented reality was found to be highly effective in facilitating interactive, two-way communication, making learning more accessible and engaging for students. Additionally, virtual reality programs offered immersive experiences that enhanced participants’ emotional connection to the subject matter. Both technologies contributed to overcoming traditional barriers in forest education, such as geographic limitations and resource constraints. The cognitive effects were reported in 90% of the studies, while affective benefits were evident in 100% of the cases. This review underscores the transformative potential of reality technology in making forest education more dynamic, inclusive, and effective, providing valuable insights for educators and researchers looking to further explore the integration of AR and VR in educational settings. These findings offer a solid foundation for future research and the practical application of reality technologies in environmental education.