The aim of this study is to investigate the augmented reality (AR) immersion experiences of university students studying in science education. The relationship between interest, usability, emotional investment, focus of attention, presence and flow was examined for university students studying in the science education department who used AR technology. The research design adopted is a correlational method, an established experimental research method. The sample consisted of 180-university students studying in the science education department (32 males, 148 females) of the Faculty of Education. The data obtained were analyzed according to the structural equation model. A model was developed which is capable of explaining 71% of the variance in university students' flow experiences. According to our model, focus of attention and presence of university students have an influence on their flow experiences. The study also showed that emotional investment and presence of university students influences their focus of attention. In addition, usability and emotional investment of the students influences their interest.