As technology becomes increasingly integrated into children’s daily lives, it’s vital to ensure that their technological needs are met effectively. This paper proposes a design approach intended to enable young children to actively participate in the development process of an augmented reality (AR) application for chemistry. Using cooperative inquiry techniques and a theoretical framework rooted in the human–computer interaction (HCI) literature, this research seeks to give Moroccan children a voice in shaping the design of educational technology. The article describes the collaborative inquiry methodology employed, places the work in the context of the HCI literature, and presents the resulting AR chemistry application. By presenting a practical example of co-design and highlighting the educational benefits of AR technology in fostering collaborative learning experiences, this research underscores the importance of incorporating children’s perspectives into the design process.