# Mixed, Augmented and Virtual, Reality Applied to the Teaching of Mathematics for Architects
## 1 Mixed Reality Applied to Training
From this perspective, [PERSON], [PERSON] and [PERSON] (2017) \begin{table}
\begin{tabular}{c c c c c} \hline \hline
**Criterion** & **AR** & **VR** & **MR** & **IoT** \\ \hline \multirow{6}{*}{**User’s interaction with natural reality**} & High & Low & Medium & \\  & The real world is an & Users isolate & The real world serves & Low \\  & environment in which & themselves from reality & as a stage which & The user is a consumer \\  & interaction occurs from & using a device to & projects the Virtual & of the information or \\  & the digital information & become immersed in a & Reality in which the & performance of \\  & that is added therein. & sensorial universe. & user is immersed by & by things. \\ \hline \multirow{6}{*}{**Level of immersion in a digital experience**} & Medium & High & High & Low \\  & It depends on the & It implies a full & The real world is & The user performs in a \\  & digital density which is & immersion in a & replaced by a sensorial & real environment, albeit \\  & added to reality. & completely digitized & experience immersed & having the chance to \\  & & parallel reality & in a virtual world. & connect with the \\ \hline \multirow{6}{*}{**Emblematic device**} & Apps in AR-equipped & & & \\  & Smartphones & Sensorial headphones & Lenses which project & provide information \\  & & & digital information on a & about the expiry date of \\  & & & real environment & food or to \\  & & & & suggest recipes \\ \hline \multirow{6}{*}{**Representative** **enterprise in** **technology** **development**} & & & & \\  & Google & Facebook & Microsoft & Cisco \\ \cline{1-1}  & Right in the middle of & In a readjustment & Right in the middle of & Immediate \\ \cline{1-1}  & an expansive & period, after the initial & an experimental & commercial boom \\ \cline{1-1}  & exploration period & bubble & revolution & \\ \hline \hline \end{tabular}
\end{table} 
Table 1: Comparison between Augmented Reality (AR), Virtual Reality (VR), Mixed Reality (MR) and the Internet of Things (IoT). stressed their effectiveness when it comes to helping upper secondary education students to assimilate the contents related to Euclidean vectors and vector calculation [20], creating environments in AR where students are led to specific interfaces that make it easier for them to perform calculations and represent them graphically. Studies have likewise been carried out at various levels in geometry that serve to attest their effectiveness [21]. At the same time, evidence also exists for their usefulness for the development of visual-spatial ability [22] and for the acquisition of mathematical functions [23]. Such significant aspects have acquired relevance thanks to the possibilities in terms of freedom that these technologies offer from different spatial perspectives and interaction levels, since students can control the pace of their own learning and because of the chances that they provide for the three-dimensional graphic representation of geometric objects [24]. Furthermore, studies have shown that learners display a high level of acceptance regarding these technologies in addition to being greatly motivated when working with them [25; 26], which results in students being more engaged with the contents that they must learn [27]. In short, these are technologies that provide the field of mathematics and its diverse areas with highly faithful representations alongside the possibility for the subject to interact with the object, even more so when AR and VR combine, which offers the student multiple perspectives. In this regard, our study has aimed to identify the factors that have an impact on the use of MR by university students through the utilization of the Technology Acceptance Model (TAM). To that end, we will firstly define the specific objectives sought with this study, subsequently offering a detailed description of the method used that will include the hypotheses posed.