### Scope of Study  
Current findings demonstrated the potential of AR, especially for science teaching. However, methodological issues (such as divergent measuring instruments, non-experimental design, intervention group comparison issues, small sample sizes, and a variety of AR applications with vague scopes) impeded the comparability of reported learning effectiveness and any general conclusion about AR's potential. In their analysis, [PERSON] et al. [16] rated 52 AR applications according to their design and setup. The juxtaposition of the AR rating and corresponding reported learning effects revealed no correlation. There is yet no general comprehension of how design features of AR learning environments, such as including game elements, may affect learning effects.  
Building on this, this work addressed the following research questions to investigate the impact of learning with AR game-based approaches in the field of pre-service teachers' science teaching. Specifically, we analyzed the impact of the two design features, AR and game-based learning (GAME), on the development of knowledge (K) and computer self-efficacy (CSE). Four intervention designs implemented and/or substituted these two design features to provide a deeper insight into the effects of such regarding knowledge and computer self-efficacy.  
RQ1: How does intervention design affect knowledge development, when applying or substituting AR technology and/or game-based learning?  
RQ2: How does intervention design affect self-efficacy development, when applying or substituting AR technology and/or game-based learning?  
RQ3: What are the moderating effects of AR and/or GAME on knowledge development for pre-service teachers?  
RQ4: What are the moderating effects of AR and/or GAME on computer self-efficacy development for pre-service teachers?  
Based on the literature, the following hypotheses were formed for the pre-post analyses in group settings A, B, C, and D:  
**H1:**: _Among the four intervention groups, the AR + GAME (A) group develops significantly higher K and CSE scores._  
Furthermore, we investigated the moderating effects of both design features, AR and game-based learning, for K and CSE gains. The following hypotheses were added to describe the moderating effects of AR and GAME on K pre/post and CSE pre/post in the different group settings:  
**H2a:**: _AR moderates K gains (investigated by RQ3)._
**H2b:**: _GAME moderates K gains (investigated by RQ3)._
**H3a:**: _AR moderates CSE gains (investigated by RQ4)._
**H3b:**: _GAME moderates CSE gains (investigated by RQ4)._  
This work adds to the current research by investigating game-based AR and its impact on CSE and K acquisition in a control group design. Applying a 2 \(\times\) 2 design, we aimed to investigate the applied technology separately from the applied learning strategy. Specifically, by contrasting both design features, AR and game-based learning, singularly and combined, we add to the understanding of the effectiveness for learning science. We investigated both K and CSE in a pre/post design. We expanded this by investigating the relationships and moderating effects among the intervention groups and their respective K and CSE development.