This study examined the effectiveness of an augmented reality-based e-learning environment in developing cognitive achievement and performance skills for motion graphics production among secondary school students. A quasi-experimental nonequivalent-group design was used. The sample comprised 31 third-grade secondary students from Al-Fath Secondary School in the Asir region, Saudi Arabia. The experimental group (n = 16) learned through the proposed environment, whereas the control group (n = 15) received conventional instruction. The environment was designed according to the ADDIE model and included electronic content, augmented reality activities, short production tasks, and feedback. The instruments were a motion graphics skills list, a cognitive achievement test, and an observation checklist. Because of the small sample size and unstable normality assumptions, the Mann–Whitney U test was used, and the effect size was calculated as r. Results showed a statistically significant difference in favor of the experimental group on total cognitive achievement, U = 57.00, Z = 2.506, p = .012, r = .450. The observation checklist showed a practical trend favoring the experimental group, U = 73.50, Z = 1.846, p = .065, r = .332, but the difference did not reach statistical significance. The findings suggest that the environment was more effective in supporting cognitive achievement than immediate observable performance, indicating the need for longer training, repeated practice, and detailed feedback.