In recent times, Augmented Reality has gained more relevance in the field of education. This relevance has been
enhanced due to its ease of use, as well as the availability of the technical devices for the students. The present
study was conducted with students enrolled in the Pedagogy Degree in the Faculty of Education at the University
of Seville. The objective was to understand the degree of technological acceptance of students during their
interaction with the AR objects produced, the performance achieved by the students, and if their gender affected
their acquisition of knowledge. For this, three data collection instruments were utilized: a multiple choice test for
the analysis of the student's performance after the interaction, the Technology Acceptance Model (TAM) diagnostic instrument, created by Davis (1989), and an “ad hoc” instrument created so that the students could
evaluate the class notes enriched with the AR objects created. The study has allowed us to broaden the scientific
knowledge of the TAM by Davis, to understand that AR objects can be utilized in university teaching, and to know
that the student's gender does not influence learning.Ministry of Economy and Competitiveness of Spain EDU-5746-
