The teaching-learning process that requires the manipulation or visualization of objects has some limitations. Augmented reality and mobile devices applied to videogames make it possible to solve these deficiencies by offering the possibility of interacting with virtual objects in a three-dimensional space. The objective of this article is to analyze the effects and motivation of gamification and augmented reality using Voluminis, in sixth-grade students of the mathematics subject, in a public school. This paper’s methodology are as follows: architecture of Voluminis, design and implementation of the geometry game prototype, and this was to applied is the cuasi-experimental design with 21 Peruvian 6th-grade school children. The results show that the proposed learning scheme improves learning motivation and the teaching of spatial geometry.