Algorithm animations are a resource that assists in learning algorithms by visually displaying the behavior of an algorithm at a higher level of abstraction than source code. On the other hand, augmented reality is a technology that allows extending visible reality in a mobile device, which can result in greater emotional well-being for the student. However, it is not clear how to integrate algorithm animations with augmented reality. The article makes two contributions to this concern. On the one hand, we describe an architecture that allows generating interactive algorithm animations, integrating them appropriately in the context of immersive augmented reality. This way the user can watch the source code of the algorithm, augmented with textual explanations, visualizations and animations of its behavior. We illustrate the use of the architecture by instantiating it to the well-known Dijkstra’s algorithm, resulting in an augmented reality tool that generates text, 2D and 3D visualizations. On the other hand, the influence of the tool on the user’s emotions has been studied by conducting an experience with face-to-face and online students. The results show that, with the joint use of augmented reality and visualizations, the students: experienced significantly more positive than negative emotions, experienced more agitation and stimulation than inactivity or calm, enjoyed as much as they expected, and their feeling of boredom decreased during the experience. However, students felt anxiety from the beginning and it increased with the use of augmented reality. The study also found that the face-to-face or online learning model influences emotions and learning outcomes with augmented reality.

Currently, the availability and usefulness of computer applications developed supporting the teaching–learning process have increased and are progressively being used in different branches of education. Given the importance of emotions in learning, it is appropriate to review the influence of the use of technology in this field. Out of the many existing technologies, augmented reality (AR) has been of great interest to this study due to its great potential in learning. Therefore, the present study carries out a systematic mapping, whose objective is to review how AR technology influences the emotional state of the student in the learning process. The study indicates that the application of AR technology has both advantages and disadvantages. On the one hand, the use of AR on students produces enjoyment and interest due to visual feedback provided by AR, enthusiasm about the use of innovative technology tools, and curiosity when they view and interact with virtual objects in 3D. The attractive visualizations used and feedback generated by AR applications can reduce the cognitive load and increase student motivation in the learning process. On the other hand, AR may present some negative aspects, such as ergonomic problems, which produce that users prone to dizziness or nausea may reject the use of AR devices and a complex interaction when users must use multiple devices. Besides this, it should not be forgotten that their application may entail technological requirements and associated costs that may be difficult for some schools to afford.