## 1 Introduction  
Augmented Reality (AR) is becoming an emergent technology with great potential in various and largely different fields of application, such as geography, with regard to watershed control [1], medicine, cultural heritage [2] or industry [3]. It is likewise being used in the educational context [4; 5; 6; 7; 8; 9], amongst other reasons because AR permits easy access to information--most often through mobile devices. It must be remembered that these devices are highly present in the life of university students all over Latin America [10; 11]. According to [PERSON] [12], AR can be defined as a system with the following characteristics: it combines real and virtual; it is interactive in real time, and it is registered in 3D. AR technology consequently allows us to combine digital and physical information in real time by means of different technological media such as tablets, smartphones [13] or Augmented Reality glasses [3], to quote but three, thus providing the chance to create a new reality [14]. \"Augmented reality visibly introduces the knowledge that students need to learn inside its real environment\" [15]. Such a mixed integration of physical and digital reality may take place at various levels, ranging from the utilization of QR codes, the use of images, the exploitation of 3D objects and the Global Positioning System (GPS)-mediated mobilization of coordinates to thermal footprints [6]. Furthermore, one can classify AR systems depending on their location or according to images. \"Location-based ARsystems take advantage of the data about the position of mobile devices, determined by the Global Positioning System (GPS) or other Wi-Fi-based positioning systems... Instead, image-based AR focuses on image recognition techniques that serve to identify the position of physical objects in a real environment, so that the virtual contents related to such objects can be properly situated\" [16]. The relevance of AR for learning has to do:  
(a) with its specific characteristics: being a mixed reality, it offers the possibility for a real-time integration both of different information layers and of the various formats where that information may appear (texts, URLs, videos... ). Furthermore, as an interesting, user-friendly technology, it allows us to enrich or alter the information about reality, adding further contents to it [6]; and (b) with the fact that the devices most frequently used for its observation, e.g., smartphones, are technologies within easy reach of university learners. Numerous authors [17; 18; 19; 20; 21; 22; 23; 24; 25; 26; 27; 28] have highlighted that AR utilization opens a wide range of possibilities for us, namely: (1) removing information that might hinder the assimilation of significant information by students; (2) increasing or enriching the information about reality so that it can be more easily understood by students; (3) being able to observe an object from different points of view, thus enabling the student to select the time and place of observation; (4) fostering ubiquitous learning; e) creating safe \"artificial\" scenarios, such as laboratories or simulators; (5) enriching the materials printed for students with additional information in different formats; (6) turning students into \"proconsumers\" of learning objects in AR format; and (7) achieving an improved learning through its use. Furthermore, AR can be used in a variety of disciplines and at different educational levels [29; 30], even though university learning admittedly stands out as the context where it appears the most often. As for its impact on education, the number of research studies carried out so far is still limited--even through that number is gradually increasing [31]. This possibly constitutes one of the most serious problems for its incorporation into teaching.