Augmented reality is a technology that allows combining realworld life with digital information, through other technologies such as computers, tablets or smartphones. Currently, it is used in diverse areas such as advertising, medicine, arts and education, among others. This research was carried out in the city of Ocosingo, Chiapas, Mexico, in a context where it is difficult to access technology and, above all, connectivity. It focused on using augmented reality in a didactic sequence for the teaching and learning process of the circulatory, respiratory and digestive systems in the Natural Sciences subject, in order to demonstrate whether the use of this technology as a didactic tool allows 4th grade students to improve their academic performance. The study was carried out under a quantitative, quasi-experimental and descriptive approach, using data collection tools such as tests designed with dichotomous responses (pre-test and post-test) and surveys with closed-ended questions under the Likert scale. The results show that using augmented reality in the teaching and learning process, within the classroom, significantly increases the academic performance of students compared to the traditional way of teaching these topics in the aforementioned subject.

Currently, national education policies of coverage, quality and relevance impose challenges to higher education institutions. To face them, universities must place the curricular update, student motivation and improvement of the teaching-learning processes as primary focus of attention. To effectively transform these axes, it is necessary to have relevant information that allows to assertively guide decision making. Thus, this project characterizes the Information and Communication Technologies Division of the Universidad Tecnológica de la Selva through the analysis of information obtained from students and population of the area of influence, combined with the review of repositories indicators of official information. In this sense, this paper provides an instrument to evaluate students’ expectations and opinions regarding the teaching-learning process and incorporates an instrument aimed at the population of the area of influence to measure their level of knowledge of the University and the general opinion of it. This new aspect is relevant given that the population of the area of influence is the first promoter or detractor of the institution’s work due to its coexistence with the university community and it is not usually considered in this type of studies.