Objective. The objective of this work was to apply the capabilities of augmented reality (AR) to improve how general aviation student pilots learn about weather and learn to make weather-related decisions. Background. A pilot's level of weather experience is a strong indicator of their ability to make safe weather-related decisions. However, the current general aviation weather training curriculum lacks opportunities for student pilots to safely gain learning experiences with weather. Approach. Learner-centered instructional design was used to design and evaluate students' immersive learning experiences with a smartphone-based 3D AR thunderstorm model visualization. Learner-centered design helped create AR-based learning experiences that were appropriate for students and achieved the desired learning outcomes. The learning experiences included factual learning activities about thunderstorms and scenario-based activities about responding to thunderstorms in flight. These learning activities were integrated into print-based learning materials to create a learner-centered interactive print learning module. The interactive print module provided familiar paper-based activities overlayed with the immersive thunderstorm learning experiences. Methods. The immersive learning experiences were evaluated through three connected studies: 1) a formative expert review and usability study of the thunderstorm model visualization, 2) a user evaluation of the factual learning activities about thunderstorms, and 3) a summative user evaluation that compared traditional print with the interactive print learning module. Results: In study 1, the formative evaluation of the model visualization found that the model contained the needed content but could include additional content for aviation training such as thunderstorm avoidance. In this first study, students found the interface usable for completing learning tasks. In study 2, the user evaluation of the factual learning activities found that students had a significant improvement in knowledge after completing the learning activities. In study 3, the user evaluation of the learning modules found that the students' interactions with the interactive print module improved their factual knowledge of weather compared to a traditional print learning module, but the difference was not significant. Students said that the thunderstorm model visualization and factual learning activities helped them visualize and comprehend the weather phenomena. However, the interactive print and print modules had similar positive results on students' decision making and application of avoidance procedures in the scenario-based activities. Conclusions: The smartphone-based AR thunderstorm model visualization and factual learning activities were usable and effective in GA weather education. Students' completion of AR learning activities increased their factual knowledge and visual knowledge. When the AR content was integrated into the exiting print curriculum, the content resulted in marginal improvements in factual knowledge and supported students' motivation to learn. Students preferred being provided the AR content as they studied weather compared to not being provided the content because the content helped them visualize and comprehend weather phenomena. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]