Augmented Reality (AR) is a technology that is gaining a greater prominence in schools and universities in recent years. For this reason, it is necessary to know the scientific production on this technological resource based on the gender influence shown by the students. The objective of this research is to analyze the repercussion that the gender of the students presents with the use of Augmented Reality in different educational stages, in the Scopus and Web of Science (WoS) databases. To do this, a systematic review of the literature was carried out using the Kitchenham protocol, analysing a total of 66 articles published between 2017 and 2021. The main findings show that gender presents an important significant difference in relation to student motivation. However, there are no relevant or considerable differences regarding the acceptance and acquisition of knowledge.