Augmented Reality (AR) offers unique opportunities to contextualize learning in authentic environments, connecting learning and its context as emphasized by situated and apprenticeship learning. We explored the impact of differently situated narratives and physical artifacts on AR-context perception, immersion, learning outcome, intrinsic motivation, and workload when learning a medical topic using HoloLens2. An experimental study with N = 40 participants was conducted in a 2×2 between-subjects design with narrative (education context vs. application context) and physical contextualization (presence vs. absence of a physical artifact) as factors. It revealed that the presence of a physical artifact significantly increased the perceived virtual-physical consistency within the AR experience. Application context narratives enhanced enjoyment and knowledge. However, the latter effect decreased when physical artifacts were introduced, potentially contributing to increased frustration. The contextualization of AR material thus influenced factors relevant for learners' experience and learning processes. Future research should explore this connection more detailed. © ISLS.
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