The purpose of this study was to investigate the effects of types of augmented reality and guiding strategy on senior high school students' performance and motivation of electrochemistry concepts. The participants were 152 freshmen of senior high school. A 2X2 quasi-experimental design was employed and the independent variables were type of augmented reality (static-AR vs. Dynamic-AR) and type of guiding strategy (procedure-guided vs. Question-guided). Two types of augmented reality were employed, including the static augmented reality and the dynamic augmented reality, and two types of guiding strategies were cooperated, including procedure-guided strategy and question-guided strategy. The dependent variables were learning performance and motivation. The results revealed that (a) while receiving the static augmented reality learning, the procedural guidance group achieved better learning application performance than the question guidance group, (b) as for the knowledge understanding performance, the static augmented reality group outperformed the dynamic augmented reality group, and the procedural guidance group outperformed the question guidance group, and (c) students showed positive motivation toward learning Chemistry no matter which augmented reality type they used, especially students who used the static augmented reality revealed higher motivation than those who used the dynamic augmented reality.