This study seeks to contribute to the small, but growing area of research regarding technology potential in the field of vocabulary research. The study aims to determine the usefulness of augmented reality (AR) technology in EFL vocabulary learning. An experiment was conducted to examine young learners’ motivation and vocabulary retention. The current study employed two instruments: a pre-post-delayed test and an interview. The participants (=73) were primary school sixth-graders (11–12 years old) and were assigned into two groups, experimental (38) and control (35). The findings revealed that there were differences in the mean scores in favour of the experimental group. However, these differences were not statistically significant. Furthermore, seventeen students were interviewed regarding their perceptions of the used technology. The findings showed that AR results in better understanding and higher levels of motivation among students. The study also highlighted the role of technology in the domain of language learning.