Education in today's era needs new methods that can teach the subject in less time and with more depth. The purpose of this research was to investigate the effectiveness of augmented reality education on learning and memorization of chemistry course. The statistical population of the present study included all female students of the 11th grade of secondary school in Arak city in the academic year of 1401-1402, which were randomly selected from two schools, and the method of replacing classes in the experimental and control groups was random. The number of people in two classes was 59 people, 30 people were in the experimental group and 29 people were in the control group. Accordingly, the research design was a pre-test-post-test design with a control group. Two tests were used to measure the learning and memorization of the subjects. It should be mentioned that Elements 4D augmented reality software was used to teach the composition of chemical elements. In order to analyze the research data, descriptive statistics indicators (prevalence, mean, standard deviation) were used, and covariance analysis and repeated measurement tests were used to check the hypotheses. The findings showed that the learning and memorization of the augmented reality group was significantly higher than the group that was trained by the traditional method (p>0.05). According to the findings, it can be concluded that the correct use of augmented reality in the learning environment allows users to learn more effectively and forget less. Therefore, it is recommended to use the potential of this technology in teaching different subjects.