One of the potential ways of making students active and increasing their motivation to learn in web-based learning systems is to present the content to the students in interactive ways. However, student and content interactions in today's web-based learning environments are still limited to traditional interaction methods presented in the web interface. Research indicates effective student-content interactions in a web-based learning system strongly enhance meaningful learning. Especially during the pandemic period, it has been observed that online learning content is insufficient for reasons such as supporting self-learning and not allowing experimental applications. Many studies during this period reveal that poor student interaction with learning content negatively affects student participation and learning. In light of advances in technology, it is important to ensure that the learning content is delivered to the student in more effective ways and that the student interacts with this content in the context of self-controlled learning. In addition, there is a need for learning environments with new technologies that enable them to do the practical activities that need to be done in the classroom in their working environment. In this context, a new web-based learning approach was presented by using the web and innovative mobile applications together, increasing the interaction between the student and the learning content, improving the self-controlled learning skills of the students, and making the applied learning content in their working environment. In this study, a web-based learning system (ARGEBILIM) supported by Augmented Reality and simulation-based mobile applications was introduced. In the study, information about the features of ARGEBILIM was presented and discussed in the context of pedagogical approaches that shed light on its development. The teaching potential of the system was evaluated, and the elements related to the interaction of students, teachers, and learning content were defined. In addition, the factors affecting students' use of this system and the improvements that should be made in these matters are presented and the potential benefits of the system are discussed. [ABSTRACT FROM AUTHOR]