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The purpose of the study was to examine the impact of using AR in the Computer Architecture unit for male 11th grade students in a school in the eastern area of Arar City in Saudi Arabia through monitoring its impact on student achievement and students' perceptions of the learning environment. Two research questions are explored: What is the effect of using AR on student achievement, and what are students' perceptions of the learning environment when they use AR? Two instruments were used to collect the data in this study: an achievement test taken from the official teacher book issued by the Ministry of Education in Saudi Arabia and the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) modified questionnaire "actual form." Statistical analyses employed to answer the first research question included an independent-samples t-test and descriptive statistics. To investigate the second research question, descriptive statistics and a paired t-test were used. These results from the first question indicate a statistically significant difference (p < 0.05) between the two groups' mean values: the students who used AR achieved a higher level of learning compared to the students who learned in the traditional way. The study found that using AR helped the students to increase their achievements through many aspects, one of which was being able to feel in contact with objects and events that were physically out of their reach. In addition, AR offered a safe environment for learning and training away from potential and real dangers. The results for the second research question show statically significant increases in seven out of eight TROFLEI scales. This suggests that there was a positive feeling among the students regarding the teacher's interaction and his interest in providing equal opportunities to the students to answer the questions.