| Summary: | With aiming to analyze Virtual Reality and Augmented Reality Chemistry apps, this article reports the Google Play survey of mobile apps available for teachers and students to teach Chemistry. Methodologically the research is exploratory with a qualitative approach. The results highlight some possibilities of using these resources, however, difficulties are also observed (such as applications in English, devices with technical limitations, etc.) for their use and future contribution in chemistry teaching. We consider that the applications analyzed in this research can contribute to the teaching and learning process. In addition, we hope that the results of this survey will provoke the reflection of chemistry teachers on the importance and need to develop pedagogical practices that seek to contemplate the specificities related to the teaching and learning process of chemistry with the use of mobile apps.
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