The main claim of this chapter is that video conferencing apps like Zoom reveal new forms of augmentation of a space, especially in their real-time capacity. Once the AR paradigm is accepted, we can explore how the augmentation offered by Zoom alters the experience of learning in the twenty-first century. It also enables us to highlight the reductions in an effort to avoid them or at least minimize them. The chapter is based on a methodology known as postphenomenology, a branch of philosophy of technology that analyzes our relations with technologies and through them with the world. The discussion begins with a review of how this methodology is implemented in education, followed by a section dedicated to its implementation on VR and AR. The third part combines the educational insights of part one with the AR aspects discussed in part two to draw conclusions on the positioning of Zoom as an AR learning technology.