The use of technology in education has experienced a remarkable upswing in recent years, largely due to the integration of computer hardware into classrooms and the use of mobile devices such as smartphones. One aspect of this development is the proliferation of augmented reality (AR) in education, which has been shown to support teaching and learning processes in several areas by promoting engagement and motivation. This article, therefore, presents a systematic literature review of how AR-based experiences are created and implemented in didactic activities in undergraduate architecture and urbanism (AU) courses, highlighting the benefits of the learning process and the associated challenges. To achieve this, a bibliometric analysis, a quality assessment, and a literature review of articles were conducted. The results show that there are several approaches to developing and applying AR-based experiences in teaching AU that have numerous benefits.