## 1 Introduction
So, exerting an entertainment-based approach to learning helps students take an interest in learning and exploring. So, our main target is to engage students in learning. We target fundamental learning aspects for students at the primary level, for which we develop a set of four applications for introducing mobile-based AR technology to education. We use mobile-based AR techniques because these are comparatively easy to use as compared to the other AR Head-Mounted Displays (HMDs) for children [23]. The first one is \"Nursery Rhyme\" for learning English alphabet, which is one of the first tasks students do while start learning. The second is learning decimal numbers with the help of an AR application named \"AR Numbers\". To learn about animals, we have an AR application named \"AR Zoo\" Next, the application of \"AR Globe\" is for understanding the earth's surface and to learn about different countries, their flags, and locations on the globe surface (see Supplementary Materials). Learning English alphabet and decimal numbers are the very first step of children's learning process [9; 24]. Similarly, learning about animals and globe study is one of the introductory topics of education for children [25; 26]. To makes the learning process fun, attractive, and interesting, we use AR technology for learning purposes of these topics with AR-based mobile applications. In this way, we can make the usage of smartphones positive and effective for children. This research study investigates the effectiveness of the AR learning methods for primary school students compared to traditional methods of learning. We conduct learning activities using both traditional and advanced AR learning methods. We analyze the student's behavior and interest during learning activities using different learning approaches. To evaluate the term \"effectiveness\" of the AR learning methods, the following research topics are discussed comprehensively in this study. * The attitude and behavior of the students towards AR learning methods in contrast to traditional methods. * The interest of students and motivation towards AR-based learning activities and traditional learning methods. * The learning achievements of students through the advanced techniques of AR compared to traditional learning methods. * Parents' and teachers' response towards the potentials of implementing AR techniques in student's academics at early ages. We use Unity 3D game engine and other 3D modeling software, such as Maya, for application development. For AR support, we use Vuforia AR SDK, and for coding, we use C# language with Visual Studio. AR technology can help us in designing a more meaningful and enjoyable learning environment for students with positive outcomes. Considering the importance of AR technology in the education field, we summarize this research's contributions as follows. * Mobile-based AR techniques are used to develop four applications for primary school students' learning purposes. With the help of these applications, students can learn and enjoy their subjects through android phones or tablets. * Proposed applications are based on the academic books of grade one that fulfills all the curriculum requirements of the targeted section. Students can observe the abstract concepts of their academic books through their eyes with mobile-based AR technology in the form of 3D virtual content. * The PEQs are built in each application used to measure the learning efficiency of these AR-based learning methods. Students learning achievements are tested using these quizzes without conducting any theoretical physical exam. * Three different types of learning activities are performed to measure the effectiveness of AR technology in students' academic activities as compared to the traditional methods of learning, especially at early ages. The above-mentioned research questions are discussed in detail to evaluate the effectiveness of AR-based learning methods. The remaining paper is arranged as follows. In Section 2, we discuss the related works.