Computer hardware and mobile devices havedeveloped rapidly in recent years, and augmented reality (AR)technology has been increasingly applied in mobile learning.Although instructional AR applications have yielded satis-factory results and prompted students’ curiosity and interest, anumber of problems remain. The crucial topic for AR appli-cations is the lack of appropriate instructional scaffolds to helpstudents organize the content to be learned. Moreover, a lack ofappropriate instructional activities and scaffolds often resultsin student confusion and frustration. Therefore, we integratedAR with concept maps to form a concept-mapped AR(CMAR) scaffold. Subsequently, whether CMAR improveslearning outcomes, motivation, and attitude in mobile learningactivities was determined. An empirical study was conductedon 71 fifth-grade elementary students in Southern Taiwan. Thestudents were divided into CMAR and AR system groups. Theresults showed that students in the CMAR group performedsignificantly better than those in the AR group. The studentinterview results also showed that the CMAR system helpedstudents organize what they wanted to learn

• An Augmented-Reality-Based Concept Map to Support MobileLearning for Science