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Extended reality (XR) technologies such as augmented reality (AR) and virtual reality (VR) are being increasingly used for education and skill development through the development of interactive learning environments (ILEs) with XR implementations. For physics education, these ILEs with XR are capable of improving the visual representation of educational content, as well as stimulating the cognitive process of learning with interactive experiences. In this study, we focused on evaluating students' perceptions of the usage of web‐based XR technologies for education, through a learning tool that implements virtual reality and augmented reality environments, with the purpose of providing students the necessary didactic material to learn physics. An experimental process was carried out with a sample of 70 undergrad students who used FisicARtivo, a web‐based learning tool on kinematics and dynamics concepts that incorporates XR. After working with the tool, students completed a comprehensive survey about their motivational perceptions regarding the use of XR technologies for physics education. According to the results, both VR and AR showed significant effects on motivation. However, there was a higher positive impact on students' learning motivation when they used FisicARtivo in AR mode in comparison to VR mode.