The aim of this study was to explain the relationship between cognitive load and the effects of augmented reality (AR) learning environments. To achieve this aim, firstly, the studies of systematic literature reviews on the potential and limitations of AR learning environments were examined. Afterwards, the effect of AR was categorized in terms of (1) pedagogical effect, (2) instructional design, (3) motivation and (4) interaction interfaces. Finally, the relationship between cognitive load and the emerging categories related to the potential and limitations of AR was explained and recommendations were presented. From a pedagogical point of view, AR helps to reduce extraneous cognitive load and to increase germane cognitive load. On the other hand, the effect of AR systems, which are difficult to use and complex in terms of instructional design, on cognitive load was revealed. Some teaching methods and design principles that can be effective as solutions were presented. In addition, the effects of motivational stimuli on the prevention or extension of cognitive capacity among students were described. Finally, the potential and limitations of AR interaction interfaces on cognitive load were explained. The results of this research provide important clues for AR developers and instructional designers in terms of reducing cognitive load and the elimination of working memory limitations.