Álvarez Marín, AlejandroParedes Velasco, MaximilianoVelázquez Iturbide, J. ÁngelPalma Chilla, Luis2025-04-302025-04-302024-12-17Álvarez-Marín, A., Paredes-Velasco, M., Velázquez-Iturbide, J. Á., & Palma-Chilla, L. (2024). Insights into usability, academic outcomes, and emotional responses in an AR-Interactive learning environment. Interactive Learning Environments, 1–15. https://doi.org/10.1080/10494820.2024.24408621049-4820https://hdl.handle.net/10115/84877This study explores the potential of Augmented Reality (AR) in enhancing academic performance in electronics education, particularly in understanding electricity. The research involved 64 students in an electromagnetism laboratory, divided into an experimental group using an AR app and a control group engaging in traditional laboratory methods. The AR app, developed specifically for this study, was evaluated for usability using the System Usability Scale (SUS) and for emotional impact using the Achievement Emotions Questionnaire (AEQ). Knowledge was measured through tests on theoretical topics and practical exercises before and after the laboratory sessions. Results indicate that AR significantly improves academic performance and emotional responses. A correlation was found between the usability of the AR app and students’ emotional experiences, suggesting that ease of use and intuitive design are crucial for eliciting positive emotional responses, which are instrumental in enhancing learning outcomes. The study underscores AR's efficacy in fostering a more engaging and effective learning environment in electronics education. In conclusion, the study provides valuable insights into the role of AR in education, demonstrating its potential as a tool for improving academic performance and enriching the emotional and experiential aspects of learning.This study explores the potential of Augmented Reality (AR) in enhancing academic performance in electronics education, particularly in understanding electricity. The research involved 64 students in an electromagnetism laboratory, divided into an experimental group using an AR app and a control group engaging in traditional laboratory methods. The AR app, developed specifically for this study, was evaluated for usability using the System Usability Scale (SUS) and for emotional impact using the Achievement Emotions Questionnaire (AEQ). Knowledge was measured through tests on theoretical topics and practical exercises before and after the laboratory sessions. Results indicate that AR significantly improves academic performance and emotional responses. A correlation was found between the usability of the AR app and students’ emotional experiences, suggesting that ease of use and intuitive design are crucial for eliciting positive emotional responses, which are instrumental in enhancing learning outcomes. The study underscores AR's efficacy in fostering a more engaging and effective learning environment in electronics education. In conclusion, the study provides valuable insights into the role of AR in education, demonstrating its potential as a tool for improving academic performance and enriching the emotional and experiential aspects of learning.enAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/EmotionsUsabilityLaboratoryElectronicsArticledoi.org/10.1080/10494820.2024.2440862info:eu-repo/semantics/embargoedAccess