The study aims to evaluate the impact of augmented reality (AR) compared to palpable 3D models on the effectiveness of teaching orthographic projection. The objective is to assess the quantitative influence of AR on students’ understanding and retention of technical drawing fundamentals. We used an experimental design to compare a group using AR with a control group using tangible 3D models. We evaluated the students at three stages: initial exams, post-instruction tests, and follow-up tests one week later. The results showed negligible differences between groups in terms of drawing accuracy, and AR can improve spatial and visual intelligence. However, the AR group exhibited significant advantages in motivation, engagement, learning speed, and knowledge retention compared to the control group. These findings suggest that integrating AR into the learning process can enhance performance and retention by providing interactive and engaging instruction. AR also has the potential to overcome common obstacles associated with physical 3D models, such as high costs and limited availability. The study concludes that AR shows considerable promise as a substitute for physical support materials in teaching orthographic projection, offering adaptability and improved accessibility to technical education. We used a one-way analysis of variance (ANOVA) to compare the test scores of the two groups, confirming the significant impact of AR on learning outcomes.