## 7 Discussion  
Based on the analysis of the results of the questionnaires, it is corroborated that both groups of participants enjoyed the experience that NetAR offers in comparison with the traditional method. The participants indicated that the application helped them to better comprehend the topics since it helped generate interest and motivation in their learning. Moreover, the typography and size of the letters displayed in the titles and texts of each scene were easy to read for the users.  
The findings of the presented research confirmed that the use of the mobile application improved the learning ability of the participants who used the app; they could effectively understand the concepts validated by the results of the test. The NetAR mobile application is a medium to ensure dynamic learning of networking concepts. Although many of the participants were not familiar with educational AR applications, they did not have any problems using the technology. The application turned out to be very intuitive. This meant that, with a simple demonstration, most of the participants could use the application properly. This gives evidence of the results of the usability evaluation used in this work, which show that the students had no difficulty integrating this new technology into their studies. All participants completed the proposed activities without problems and there were no technical setbacks relevant enough to reduce the students' enthusiasm to complete the activities.  
It was confirmed that the mobile application encouraged participants to learn while being more motivated, in comparison with conventional methods. The participants are familiar with current technologies, making NetAR not only an optimal tool for learn  
Figure 9: Time of each participant of the beginners and advanced group to solve the questionnaire.  
ing in a formal study environment, but also for motivating users and encouraging autonomous learning.  
The importance of this work and its results are in line with the findings of several investigations [9, 21, 62], which show positive results in motivation, attention and satisfaction for the learning environment based on AR technology. Furthermore, they indicate that this method of learning produces greater motivation, due to the interaction and the use of technological tools that are very attractive to users. This new teaching methodology can generate in students a better way to assimilate content and visualize complex graphical representations more effectively.  
When analyzing the background previously, it was found that most of the studies with AR and mobile devices that exist are empirical; more scientific studies are needed to corroborate the results obtained, which is why this work focuses on showing results analyzed with students in a real learning environment.  
When reviewing the discussion in the different studies, it is evident that they agree on several aspects, the most important of which are: using AR applications for longer periods of time to determine how good the results are in the long term [27], performing experimentation with different tasks to determine which are the best [57], performing for longer periods of use with both groups [13], performing work with scientific tools [15], and improving accessibility so that it also helps people with disabilities [63]. For these reasons, it is suggested that considering the use of mobile applications using AR as a common practice in education, both formal and informal, will help to modernize and update study environments in multiple areas of knowledge and educational levels.