As a result, we observed that participants of both groups who started the task with the application and finished with text had more correct results in the test (p < 0.001). We used the System Usability Scale (SUS) to evaluate the usability level of the mobile application and a complimentary survey to verify the adherence level to the use of mobile applications in higher education. Divided, they performed learning tasks through a questionnaire. To investigate NitLabEduca’s effects, eighty individuals with and without previous neuroanatomy knowledge were selected and grouped into control and experimental groups. In this sense, we implemented a mobile application with AR technology named NitLabEduca for studying the spinal cord with an interactive exploration of 3D rotating models in the macroscopic scale, theoretical content of its specificities, animations, and simulations regarding its physiology. Specifically, for the spinal cord, the teaching–learning process may be hindered due to its abstract nature and the absence of three-dimensional models. In literature, there are still few studies detailing the role of mobile AR in neuroanatomy. Health education is one of the knowledge areas in which augmented reality (AR) technology is widespread, and it has been considered as a facilitator of the learning process. The conclusions of the analysis made show that, in general, scientific production would seem to back the introduction of mobile phones in classrooms as beneficial for educational purposes provided that certain preliminary work is carried out and a certain development is achieved of the digital and media skills of both students and teaching staff. These have been categorised in six specific areas: attitude and relationship with the mobile phone, communication, educational applications and classroom interventions, tension between agents, relationship between use and performance and problems deriving from their use. To achieve this, a total of 60 articles indexed to the Journal Citation Reports data base between the years 20 have been analysed.

This work has undertaken a systematic revision of scientific production to guide researchers in their enquiries into this subject. The inclusion and use of mobile phones in education is subject to two opposing arguments, one which defends and the other which opposes their use.

It is worth highlighting as a significant conclusion that the exploratory study was performed within a real classroom situation, suggesting that both technologies can be applied in formal training environments. Among the results obtained, it is noticeable that the participating students show a high level of acceptance of augmented and virtual reality technologies, alongside favorable attitudes towards their utilization and the intention to use them. Likewise, the questionnaire permitted understanding of the assessment made by students concerning the presented objects. A questionnaire based on the “Technology Acceptance Model” (TAM) was used to ascertain the degree of acceptance that the utilized technology had created among students after their participation in the experience. In a study of an experimental and exploratory nature with a single group, we worked with a total of 20 students enrolled in a Master’s degree, taught at Seville University, under the title of “Arte: idea y producción” (Art: idea and production). The incorporation of mixed, virtual, and augmented reality into the educational context takes place in this study through the development of a 3D object shaped by the artistic expressions of the Church of the Annunciation in Seville.

Colorcross virtual reality headset