Based on the sense of place theory and the design principles of guidance and interpretation, this study developed an augmented reality mobile guidance system that used a historical geo-context-embedded visiting strategy. This tool for heritage guidance and educational activities enhanced visitor sense of place. This study consisted of 3 visitor groups (i.e., AR-guidance, audio-guidance, and no-guidance) composed of 87 university students. A quasi-experimental design was adopted to evaluate whether augmented reality guidance more effectively promoted sense of place and learning performance than the other groups. The results indicated that visitors who used AR guidance showed significant learning and sense of place effects. Interviews were also employed to determine the possible factors that contribute to the formation of sense of place. Finally, a majority of the visitors who participated in the study demonstrated positive attitudes toward the use of the AR-guidance system.