## 3 Results
### Summary of the Selected Articles
#### 3.1.1 Education
With VR, a detailed model in 3D was developed, while AR worked as a guidance system for the microscope, allowing users to switch between VR and AR subsystems. This technology is seen as a great achievement for AREd in open spaces [26]. The \"Mirror World\" was designed and developed with +Andscape; this is an interactive AR sandbox that was applied for collaborative games and storytelling in children (5-6 years, N = 16). A qualitative analysis was carried out to infer how children play with the AR sandbox. It was obtained as a result of the expansion of imagination, allowing children to create unique media events by manipulating the zones for storytelling [27]. Similarly, there was a great achievement in enhancing the understanding of physical phenomena thanks to AREd environments. This AR application was created to facilitate the comprehension of a common but complicated concept in physics called \"torque\". This AR app, designed with Vuforia and Unity 3D, was implemented in educational scenarios with students in the first year of mechanics at the KTH Royal Institute of Technology. The implementation allowed students to visualize and interact with this technology to evaluate its usability by making a comparison between a scenario of a common lesson and in an enhanced context with an AREL application. In the end, the students obtained a great improvement in their comprehension, unlike those who implemented nothing. Even though the sample taken was too small, the results were revealing [28]. Additionally, there was an implementation of AREL based on ARTutor and the use of a mobile application for undergraduate courses at the Institute of Technology of Eastern Macedonia and Thrace. It allowed for improving the experience of reading books in high school students by adding digital content where satisfactory results were shown in 84% of the people who used it. This study considered the average experience in the use of AR technology, where its main evaluation measure was the user experience [29]. Extended Reality (XR), which is defined as the mixture of virtual reality and augmented reality, has been implemented erroneously in education due to the lack of a method that distinguishes the contexts in which it can be applied. XR in education is expensive and difficult to learn, and it requires interaction between teacher and students for the development of content and understanding of these new technologies. Apart from that, it was found that XR produces problems of dizziness in users, and when the XR aligns but does not adapt to educational environments, it might be ineffective. In this article, [PERSON] proposes a six-step methodology for the adoption of AR: (i) teacher training; (ii) development of conceptual prototypes; (iii) teamwork involving the teacher, a technical programmer, and an educational architect; (iv) production of the experience; (v) train teachers to apply AR solutions within their teaching methodology; (vi) and finally implement the use of the experience with students [13]. Moreover, the application of AR was studied to help students to understand the feasibility of this technology for meaningful learning, to recognize the response of students to knowledge of the human body with AR, and as teaching material to improve analytical skills for the human body. The study was applied in March 2022 in elementary school children; however, this AR tool can be applied to high school and university students. Unity and Vutoria were used, with QR markers to distinguish the areas. The results were evaluated through a questionnaire, and the conclusions were favorable, mentioning that this technology can be a useful tool for learning [30]. It is important to comment that the main benefits of AREL depend on the number of specialized professionals. This can be noted from AREL growth at any school level, increasing student enthusiasm for learning, as well as the assimilation of contents.