There are numerous precedents for the use of Augmented Reality (hereinafter AR) in the educational field in which the motivating effects and improvements in the performance of students at different educational levels have been demonstrated when they have been used appropriately (Anastassova, 2014 ). RA is characterized by a divergent cognitive process, it is learned by doing and posing at the same time different formulas or ways to solve practical problems. The implementation of AR is very recent within the educational system, the positive effects on learning have been proven. However, we are still in an exploratory stage and we have some doubts, but we can already count on some certainties.

The immersion of students in training experiences with RA, especially in primary and secondary education, has an impact on the improvement of their learning outcomes. The RA, due to its interaction and exploration characteristics seems indicated for education due to the characteristics of this evolutionary stage, in which the students are still restless and need a certain degree of activity and movement that interferes in the development of the teaching activity such and as it has been doing traditionally (Aguirregoitia, 2016). RA includes exploratory activities, which encourage continuous discovery and wonder what is behind and that also involve motor activities. The importance of this project is that it encourages learning through a voluntary, enjoyable activity, with a purpose and spontaneously chosen that implies acquiring new language, new concepts and new skills from the student's freedom to choose when and what he learns . The "game" as a means of learning is what is sought with the project such as moving to the tablet, choosing and changing the markers or aiming to self-assess. (EuropeanValley, 2019)

Currently the use of AR is closer to teachers than ever, I think that a few years ago you could imagine that such a technology could decrease both in its complexity and usability to be able to teach it in the classroom or even create your own content. The objective should be for teachers, in general, who want to solve the digital divide with their students through the use of technological resources that motivate them and that provide significant learning, this is one of the profiles by which the AR is growing in Colleges and universities.

The AR allows the student to choose the contents to work by increasing their autonomy in learning, allows self-evaluation based on the feedback of the application and increases the feeling of competence to achieve the objectives of each step in the activities. The learning system offers interactivity and elements that use both the sense of sight and the auditory as well as the tactile and work attention as well as the conceptual contents. The student begins in the observation and the forecast when anticipating the results before aiming with the tablet and confirms his expectations with the self-evaluation.

We must be clear that AR does not generate learning by itself, no matter how spectacular it may be to put it in the classroom (Calvo, 2018). For this to happen, within an educational system, technological resources must be part of an activity whose design is the responsibility of the teacher.


The benefits of using AR and Virtual Reality (VR) in education generate high expectations, but must be confirmed and questioned in practice. Beyond the peculiarities of AR and VR both report similar benefits for learning. However, it is important to highlight that it is not enough to use these tools to automatically obtain positive effects in the learning processes, although the usefulness of using both resources has been repeatedly confirmed in the educational field.

We have to be clear that this type of resources must have a simple usability in the classroom, so that both the teacher and the students have a positive experience, this inevitably goes through the good use and control that the teacher of this resource has, of this way you can project correctly if idea in the classroom.

Finally we can say that there are numerous applications in the area that are based on AR and VR, which are used inside and outside the classroom. As for example, in class projects, as a complement to their activities or protagonists, in different subjects as a motivation boost or even in transversal learning methodologies.


  • Aguirregoitia, A .; López JR (2016). "Augmented reality for emotional and social development at Early Chilhood." CINTE 2016.
  • Anastassova M. (2014). "Engaging Computer Engineering Students with an Augmented Reaklity Software for Laboratory Exervcides." FIE 2014
  • EuropeanValley Institution; Calvo J. (2019). “In the classrooms: Do we use technology or introduce technology?
  • Calvo J. (2018): “Augmented reality: Transversal in learning”. CEP 2018.