The impact of emotions on learning, especially with the use of technologies such as augmented reality (AR), has generated considerable interest. AR is being implemented in various educational spheres with positive results, but how emotions, particularly negative ones such as stress and anxiety, can affect its effectiveness has been overlooked. This article presents a systematic review that analyzes the emotional implications of using AR in learning tools, employing the PRISMA guidelines for searching and selecting relevant studies. The comprehensive analysis of the existing scientific literature provides an accurate understanding of the emotional implications of AR in educational contexts, allowing the identification of strategies to reduce stress and anxiety and improve students’ educational experience. The results highlight the importance of considering emotional aspects when designing and implementing AR-based educational tools, as negative emotional responses can compromise learning outcomes. This research provides valuable information for professionals in the educational field and the development of educational tools, offering a critical and informed view of the emotional impact of AR in education. It concludes that careful implementation of AR is necessary to minimize negative responses such as anxiety and stress and suggests addressing the various emotional challenges presented by AR to promote a more positive and enriching educational environment. In addition, the need for more research focusing on the negative emotional effects caused by AR on learning is emphasized.