Problem-solving skills and spatial intelligence have always been among the most critical abilities required by architects.Finding ways to enhance these skills is essential in the education of architecture students.This applied research,categorized as a quasi-experimental study with a control group,examined the effects of three teaching methods based on augmented reality,experimental prototyping, and conventional methods,comparing their impact on students'' spatial,problem-solving, and cognitive skills.Data were collected using a questionnaire,and after assessing reliability and validity,the data were analyzed using post hoc Scheffe tests.The findings indicate that in the spatial intelligence component,there was no significant difference in mental rotation between students trained with augmented reality and those trained with prototyping;however,there was a significant difference between both groups and the traditional method.The use of augmented reality was more effective than the other two methods in enhancing visual imagery.There was no significant difference in perceptual ability among the three groups.In the problem-solving foundation, students who used the experimental prototyping method, like those who used augmented reality,demonstrated higher abilities compared to the traditional method.This was also observed in cognitive load.This study showed that the use of virtual augmented reality increased the spatial intelligence and problem-solving abilities of architecture students while reducing cognitive load.However,there is still no significant difference compared to the use of prototyping.However,the risk of over-reliance on technology can lead to a lack of practical experience and the development of practical skills.It is essential for educators to balance the use of digital tools as auxiliary tools and ensuring that students acquire fundamental design skills through traditional methods.