The cultivation of creative thinking and problem-solving abilities has always been the cornerstone of architectural education. While considerable research highlights the positive impact of digital technologies on the creativity of architecture students, some argue that these technologies act as an unrealistic substitute for hands-on learning and impede the development of creativity. This study investigates the effects of augmented reality-based design on creative thinking and problem-solving skills, comparing the cognitive load of students throughout the learning process. This applied research falls within the realm of evaluation studies. For data collection, a mixed-descriptive method was employed. In the quantitative section, the Williams and Huang questionnaire was utilized to assess differences in foundations between the experimental and control groups, while the qualitative section incorporated semi-structured interviews and field observations. Based on the findings, the use of augmented reality technology enhanced the creative thinking of students in the technical design course. In its sub-factors, there was no significant difference in risk-taking between the experimental and control groups. However, in three components—curiosity, imagination, and flexibility—the experimental group outperformed the control group significantly. The same outcome was noted for problem-solving as well. Additionally, the cognitive load of students, particularly their mental effort during the learning process, was reduced. The results of the interviews and observations of activities complemented the empirical findings, revealing that the students' weakness in manual drawings and sketches has fueled their enthusiasm for this technology. While reliance on this technology offers many advantages for fostering creativity, it is not without challenges; excessive dependence can lead to a lack of practical experience and a decline in skills. It is essential for educators to strike a balance between using digital tools as supplementary aids and enhancing fundamental design skills through traditional methods.