Teaching chemistry poses significant challenges, as most students perceive it as complex and abstract, which hinders learning. For deaf or hard of hearing students, these challenges intensify due to the predominance of educational approaches designed for hearing learners. This article presents the development and evaluation of an inclusive hybrid game that uses Augmented Reality to support chemistry education. We conducted an experimental study with 21 third-year high school students from a Brazilian Professional Education Center, including six deaf students. Using a controlled pre-test and post-test design, we analyzed learning outcomes. The results showed no significant performance differences between deaf and hearing students, and overall, the game enhanced conceptual understanding. Additionally, responses to the MEEGA+ questionnaire indicated that students enjoyed the game. Despite some inconclusive results regarding learning, the general findings suggest the game is a promising complementary tool for teaching chemistry alongside traditional problem-solving activities promoting student engagement and inclusion.