## 5 Conclusions and Future Directions  
In this paper, we used handheld marker-based AR technology for the learning purposes of primary school students as an effective learning method. We developed a set of four applications for learning of English alphabet, decimal numbers, animals, and learning about the globe. We performed different types of learning activities with various learning methods and evaluated the students' learning performances. Comparative analysis of these activities revealed a positive impact of AR-based learning methods on children. A supportive effect was noted on the student's motivation towards the learning process during AR learning sessions. Students also showed a positive attitude and behavior towards the AR learning method. As compared to the traditional learning methods, AR learning techniques make the learning process easy, fast, and enjoyable. In traditional methods, students could not interact with the educational content, resulting in a lack of focused learning. Interaction in real-time enhances the children's excitement to explore the learning materials more. Students were pleased in the AR learning session and did not show any signs of boredom while learning. Students in Group-A showed a higher level of motivation towards the learning process. They showed higher scales for the ARCS motivational model dimensions as compared to the students in other groups of traditional learning. The confidence and satisfaction level of Group-A participants was high using advanced AR applications, providing higher learning achievements. On the other hand, the traditional learning methods participants showed lower motivation and interest in learning. As in Group-B and Group-C, students could not interact with the learning materials provided to them and failed to enhance students' motivation for learning. As a result, the comparative results from the PEQs of the different learning activities showed high variance. Further, the response from the teachers and parents was positive and praisedthe AR learning techniques. Both the teachers and parents favor using AR techniques for learning and teaching. As we targeted only primary school students, future work makes a path for advanced learning for higher-level students, such as middle and high school students. In AR learning methods, the content should be interactive so that students will be able to explore and play with the content. AR technology can be incorporated into different courses related to abstract concepts that are particularly difficult to understand and teach in real-time. The AR applications should be developed under the nature and constraints of an educational institute so that these methods follow the same learning content that an institute follows. This will be more helpful if the same learning is followed in both the traditional and AR learning activities. Another main point for future work should be to determine what type of course or which activities should be adopted for learning through AR technology. In future research, it is important to notice what type of educational experience fits with this type of learning and teaching medium. AR applications should be designed with proper curriculum and pedagogy having intelligent evolution quizzes and learning games for students to monitor and test the students learning experience and progress. It will be helpful for higher-level students to augment their academic subjects into AR. In the case of tourism and cultural heritage, AR technology could be used as a tool for a better experience with the completely virtual environment of the ancient sites and buildings. In museums, AR technology can be efficiently incorporated for visualizing declined assets or animals for attracting visitors. For AR virtual visuals, we use marker-based AR as it will be easy to handle for the primary level. Similarly, for the latest mobile technologies, location-based and markerless-based AR techniques should be adopted.