The mobile augmented reality (M-AR) besides being a booming computer technology is an innovative tool that can support the pedagogical process in university classrooms, that is why the present research aims to show a methodological proposal for its implementation, in order to facilitate the learning of spatial reasoning of students, through the visualization and manipulation of three-dimensional virtual objects, promoting the motivation of learning knowledge and topics of the course of industrial design and technical drawing for the career of industrial engineering. A collection of geometric figures has been elaborated with the help of technological tools such as 2D and 3D modeling software, computer-aided design software and augmented reality application software. An updated methodology is proposed, available to any teacher, oriented to the stimulation of mental processes related to spatial reasoning of students, which integrates technological tools in the didactics of the dihedral system and the different graphic projections.

This research inquiries about the flexibility of two augmented reality storytelling apps, as well as eight specific variables of this cognitive characteristic of creativity from the Creapp 6–12 questionnaire. The study concludes that they meet all the specific variables of flexibility, used in convergent and divergent mode activities: they stimulate critical and divergent thinking, accessibility and adaptation to different levels of difficulty, including variety of codes, allow the interrelation of disparate elements, build different stories, manipulate and exchange elements, change and reformulate the story.

The introduction of information and communication technology (ICT) into the classroom has led to a new learning scenario based on educational innovation, in which mobile devices are used for teaching. In this study, the views of upper middle class students in a private educational institution in Mexico on the implementation of augmented reality teaching strategy based on metaverse mobile application are analyzed. The study is descriptive and survey based. Data retrieval is conducted using a clearly designed digital questionnaire. From August to December 2018, 192 first semester students who participated in the basic mathematics course participated in the course. The results show that compared with the previous academic year, the school recognition index has improved, and the affinity for the use of reality in the classroom has improved. When using the strategies mediated by these tools, the view of learning change is favorable. Therefore, it can be inferred that the application of augmented reality in mathematics teaching is of great help to students’ performance.

The use of augmented reality (AR) in the teaching-learning process of organic chemistry is considered an innovation in the didactics of this type of content and an area of opportunity for the so-called education 4.0. The aim of this article is to evaluate the learning in organic chemistry of bachelor’s degree students with the support of AR. The approach of the study was mixed and a rubric was used as the main instrument for the evaluation of AR projects designed with the HP Reveal^® application, as well as a quick test or quiz that allowed the evaluation of specific student learning. The results showed an average score of 8.3/10 in the quality of the AR projects; the average obtained in the exam was 7.94/10. In conclusion, AR projects in high school students improve learning conditions in the area of chemistry through the identification of formulas and nomenclature of organic compounds.