This research examines the impact of augmented reality and virtual reality on academic achievement and inclusive university education. A comparative analysis of student performance was combined with the collection of information through responses to an ad hoc questionnaire with a Likert scale and open questions to gather student opinions. With 400 education students in Spain, it was concluded that the use of augmented reality and virtual reality in mathematics teaching significantly improved academic performance, evidenced by better performance in the practical and theoretical resolution of mathematical problems. According to the students, these technologies promoted personalized, engaging, and inclusive learning experiences, suggesting that they address diverse needs in university mathematics learning. In the discussion, the effectiveness of these technological tools as inclusive pedagogical resources in mathematics is supported, but the need to address technical and logistical challenges, as well as to train educators to fully exploit these technologies in the classroom, is highlighted. © 2024 GTE-Educational Technology Group, University of the Balearic Islands. All rights reserved.
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