This study investigates the effect of a learning design integrating Augmented Reality technology on students’ motivation in literature class. The design of the prototype AR application “SupeReader!” for mobile devices developed for the study was inspired by theoretical models that promote reading comprehension and motivation, incorporating ARCS model strategies and gamification elements. Through piloting its use in a literature classroom, the study focused on its impact on the dimensions of attention, relevance, satisfaction, and self-confidence of middle school students with learning difficulties. A mixed-method research approach was applied by collecting and analyzing quantitative and qualitative data. The study findings suggest that implementing the AR application in educational practice has significantly affected students’ motivation, providing practical insights for educators and stakeholders.