In this work a review of the research on augmented reality (AR) and its use of the learning of physics in the classroom is carried out. These two concepts of technology and learning are interrelated. Teachers have pre-teaching concepts and methods (conceptual changes), with the aim of having a deeper understanding of physical concepts that occur in everyday life. This is why the idea of using other teaching methods to apply in class was born. AR is considered until now as the process of development of undifferentiated thinking. Current attempts to teach and learn physics concepts are old and repetitive, that is why by using a learning progress method such as augmented reality in physics, the student's learning will be more assertive, thus generating an interest in the same, since the traditional method can become boring for some people, on the other hand, the use of technology, and in this case augmented reality, can facilitate the teacher's work when it comes to generating interest in their students. With the use of augmented reality in physics, it is expected to achieve a scientific advance, and thus make the teaching of physics more satisfactory for all types of students. [Note: The publication year (2021) shown on the PDF is incorrect. The correct publication year for this article is 2022.]