BACKGROUND: Augmented reality (AR) is capable of facilitating constructive learning through the provision of a learner-centered environment, making for more flexible learning and providing a more distinct experience of learning. AR technology has a significant influence on the teaching approach provided to students with learning disabilities, particularly on their level of self-regulation, and this premise is what motivated the present study. MATERIALS AND METHODS: The research is a quasi-experimental study that adopted a pre- and post-test control group design, involving 24 students who have disabilities. The students were divided into AR group and control group, and data were then exposed to the descriptive statistics and paired sample t test. RESULTS: The results showed that AR technology has a significant effect on the enhancement of the self-regulation of students with learning disabilities. CONCLUSION: The study indicated a significant effect of AR app on the self-regulation skills of students. The study, therefore, encouraged decision academicians to implement technology approaches in the disability setting.