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This work has undertaken a systematic revision of scientific production to guide researchers in their enquiries into this subject. To achieve this, a total of 60 articles indexed to the Journal Citation Reports data base between the years 20 have been analysed. These have been categorised in six specific areas: attitude and relationship with the mobile phone, communication, educational applications and classroom interventions, tension between agents, relationship between use and performance and problems deriving from their use. The conclusions of the analysis made show that, in general, scientific production would seem to back the introduction of mobile phones in classrooms as beneficial for educational purposes provided that certain preliminary work is carried out and a certain development is achieved of the digital and media skills of both students and teaching staff. Health education is one of the knowledge areas in which augmented reality (AR) technology is widespread, and it has been considered as a facilitator of the learning process. In literature, there are still few studies detailing the role of mobile AR in neuroanatomy. Specifically, for the spinal cord, the teaching–learning process may be hindered due to its abstract nature and the absence of three-dimensional models. In this sense, we implemented a mobile application with AR technology named NitLabEduca for studying the spinal cord with an interactive exploration of 3D rotating models in the macroscopic scale, theoretical content of its specificities, animations, and simulations regarding its physiology. To investigate NitLabEduca’s effects, eighty individuals with and without previous neuroanatomy knowledge were selected and grouped into control and experimental groups. We used the System Usability Scale (SUS) to evaluate the usability level of the mobile application and a complimentary survey to verify the adherence level to the use of mobile applications in higher education.ĭivided, they performed learning tasks through a questionnaire. As a result, we observed that participants of both groups who started the task with the application and finished with text had more correct results in the test (p < 0.001). SUS results were promising in terms of usability and learning factor.