Towards the Development of Emotions through the Use of Augmented Reality for the Improvement of Teaching-Learning Processes Benjamín Maraza-Quispe*, Olga Melina Alejandro-Oviedo, Kelly Shirley Llanos-Talavera, Walter Choquehuanca-Quispe, Simón Angel Choquehuayta-Palomino, and Nicolas Esleyder Caytuiro-Silva Abstract—This research aims to determine how the use of Augmented Reality technology propiciates learning achievements through generate emotions in students. The metodology used for development of this research was the selection and application of ARToolKit open-source software, specialized in augmented reality implementation, after that, we implemented a 3D model on the topic “Cell Biology” developed in “Unity3D”. A Likert scale test according to main emotions is applied to a sample of 50 students selected through simple random sampling from a total population of 100 students. The sample is divided into two groups, 25 students for the experimental group and 25 students for the control group. In experimental group, Augmented Reality will be used during three learning sessions. In control group Augmented Reality is not used. In both cases the Likert scale test will be applied after each learning session. At the end of the three learning sessions, a competency-based evaluation is applied according to selected criteria. The results show that 80% of the 25 students in the experimental group improved their academic performance with respect to the control group, which maintained a standard average academic performance of 50%. In conclusion, we can say that the use of Augmented Reality technology in the development of sessions in teaching-learning process, generate emotions in students who are enable to improve their learnings. Index Terms—Augmented, emotions, e-learning, learning, reality, teaching. I. INTRODUCTION The value of this research lies the in the use of Augmented Reality technology in teaching-learning process, allows the students to elect the contents to work in, increasing their autonomy for learning and makes viable self - evaluation based on this app and increases the competence capacity when they achieve each objective in the proposed activities. Thus, this learning system offers interactivity and their essential parts provides interaction between sense of sight, sense of hearing and sense of touch, in addition to improve students’ attention and a better understanding of the contents and the concepts in learning process. At present, the use of AR Technology is closer to teachers more than ever before. A Olga Melina Alejandro-Oviedo, Kelly Shirley Llanos-Talavera, Walter Choquehuanca-Quispe, and Simón Angel Choquehuayta-Palomino are with Universidad Nacional de San Agustín de Arequipa, Arequipa, Perú. Nicolas Esleyder Caytuiro-Silva is with Facultad de Ciencias e Ingenierías Físicas y Formales, Universidad Católica de Santa María de Arequipa, Arequipa, Perú. *Correspondence: bmaraza@unsa.edu.pe few years ago, it was not possible to imagine this technology simplified at its complexity and usability to be used in classrooms by teachers and students or even to create their own content. There is an interaction between emotions and learning, but this interaction is more complex than all the past educational theories have could articulated. The Augmented Reality technology is one of 21st century emerging technologies, which has several applications in daily life [1]. In the educational environment the Augmented Reality Technology would fit perfectly like a support tool in students training using emotions [2]. Being that, there is no learning without emotion. According to [3] "You only learn what you love, therefore it is essential to know the world of emotions to capture the essence of teaching". At the same time, Augmented Reality technology is one of the best ways to make a connection between the real and digital world, stimulating, in that way the emotions, this feature would complement and reinforce students learning with educational content. Likewise, Natural Sciences field needs a tool with the characteristics mentioned above. In the same context, [4] states the following: "Teaching science involves to increase a constant interaction between reality and knowledge, not only through theory but also by conducting experiments that suggest questions based on scientific reasoning". In this way, the use of Augmented Reality in education can influence positively, in the emotions, for the achievement of learning objectives in Natural Sciences field. Likewise, ―student motivation is a critical variable for science teaching." [5], Certainly, we can say that attitudes and expectations of students about the scholar duties, affect their learning achievements. Augmented Reality has the ability to transform the sensory perception of the real world, adding inventions based on virtual reality, generating mixed models of reality, which overcome the limits of the real world, making complex or abstract phenomena and elements, much more perceptible [6]. According to [7], Augmented Reality is based on the superimposition of virtual information on physical spaces in real time, through digital devices. Transforming, in this way, an interaction between the real world and digital resources, influencing the perception of people making them believe that the real and the unreal world are blended in a same place. So augmented reality could be defined as that additional information obtained from the observation of an environment, captured through the camera of a device that previously has a specific software installed. In agreement with [8] supported by [9] there are 4 levels of augmented reality, which are International Journal of Information and Education Technology, Vol. 13, No. 1, January 2023 56 doi: 10.18178/ijiet.2023.13.1.1780 Manuscript received May 11, 2022; revised August 17, 2022; accepted August 22, 2022. Benjamín Maraza-Quispe is with Facultad de Ciencias de la Educación, Universidad Nacional de San Agustín de Arequipa, Arequipa, Perú.