The article presents a systematic analysis of augmented reality simulators used to visualize physical laws and phenomena in educational practice. The research is relevant because a significant part of the concepts of physics are presented abstractly and are difficult for students to perceive when using only traditional teaching methods. In this paper, we conducted a comparative analysis of seven existing AR applications covering the main branches of physics: mechanics, molecular physics and thermodynamics, electricity and magnetism, optics, as well as the "Atom and Atomic Nucleus" block. The assessment was carried out according to a number of criteria, including the level of visualization, interactivity, physical correctness of models, user-friendliness of the interface and pedagogical potential. The results of the study made it possible to classify AR simulators according to their functionality and didactic characteristics, identify their strengths and limitations, and identify the most promising areas of application of augmented reality in teaching physics. It was also found that a greater educational effect is achieved if visualization is combined with the ability to control parameters and receive feedback. As a result, it can be argued that AR technologies can significantly improve the quality of learning physical patterns, provided they are methodically soundly integrated into the learning process.