This study developed four AR games and investigated their influence on learning in a Grade 5 English course by integrating theories of digital game-based learning, the attention relevance confidence-satisfaction (ARCS) model, and different types of digital games. Moreover, the elements between AR game design and the ARCS model were examined. 147 fifth grade students were selected as the participants in the experiment. The experimental group used AR game, while the control group used traditional learning. A pre-test and post-test, ARCS Learning Motivation questionnaire, AR game design elements questionnaire and Semi-open questionnaires were conducted with both groups. Results showed that students who received AR game learning exhibited significantly higher learning motivation than students who underwent traditional learning; however, no significant differences were observed in their learning effectiveness. A canonical correlation analysis of the AR game design elements dimensions and the learning motivation dimensions showed significant correlations, and 3D graphics dimension showed the strongest correlation with the satisfaction dimension. The finding of this study is that 3D graphics is the most important element in AR game designs, and the most popular type of AR game is role-playing. Based on the research results, high-quality 3D graphics in the design of AR games is needed to be satisfied with the other amusing storylines and interesting characters of the role-playing game is also the key of designing AR games.