This study examines how augmented reality (AR) impacts the understanding of technological concepts and emotions of elementary school students concerning computer generations. AR has established itself as an innovative tool in the educational field, providing more interactive and compelling learning experiences. This research was conducted at the school “Libros & Acuarelas” where an AR prototype called COMPUAR (Computation in Augmented Reality) was implemented in the computer lab with students in the seventh grade. This study examines how augmented reality (AR) impacts the understanding of technological concepts and emotions of elementary school students concerning computer generations. AR has established itself as an innovative tool in the educational field, providing more interactive and compelling learning experiences. This research was conducted at the school “Libros & Acuarelas” where an AR prototype called CompuAR (Computation in Augmented Reality) was implemented in the computer lab with students in the seventh grade. A mixed methodology combining Likert scale-based questionnaires, AEQ emotional evaluation questionnaires, and direct observations was adopted to collect information on students’ academic performance and emotions. The questionnaires were designed to assess both the cognitive and emotional impact of AR. Statistical methods were used for data analysis, including analysis of variance (ANOVA) comparing the effectiveness of AR versus traditional teaching methods. The results showed that applying CompuAR significantly improved participation by improving students’ emotions and cognitive learning, especially those with special educational needs. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.
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