Manuscript received March 10, 2026; accepted March 16, 2026, published May 20, 2026.

Abstract—This article presents an analytical discussion on the educational potential of Explora+, a digital educational product designed to enhance the teaching and learning of Science and Mathematics through Augmented Reality (AR). Adopting a qualitative and descriptive methodological approach, the study analyzes the product’s structure, its pedagogical alignment with the Brazilian National Common Curricular Base (BNCC), and its effectiveness in exploratory classroom applications. The material integrates QR-code-based AR activities supported by mobile applications such as Arloopa, covering diverse topics including geometric solids, statistical graphs, the water cycle, cellular structures, virus reproduction, and human physiology. By merging curriculum-aligned content with interactive 3D models, Explora+ fosters conceptual understanding, student engagement, and the visual exploration of abstract concepts. The discussion is grounded in theoretical frameworks such as Mayer’s Cognitive Theory of Multimedia Learning and Ausubel’s Meaningful Learning, demonstrating how AR reduces extraneous cognitive load and anchors new knowledge through concrete visualization. Results from classroom observations and theoretical analysis indicate that AR significantly improves motivation, facilitates spatial reasoning through embodied cognition, and supports multimodal learning. We conclude that Explora+ represents an accessible, low-cost, and powerful resource for teachers seeking to integrate immersive technologies into basic education, thereby democratizing access to complex scientific visualization and promoting educational equity.