Do generative learning strategies influence the motivational and affective factors of learning with augmented reality? This article explores this highly topical new question in the field of research on educational technology and reports the results of a value-added study that compares two mobile AR learning environments with or without additional learning strategies. A total of 56 primary school students participated and learned with augmented reality (AR) learning materials either in an experimental group or a control group. The experimental group learned with AR and additional learning strategies based on generative learning theory, namely, self-explanation and self-testing. The control group learned only with AR. It was investigated whether the addition of learning strategies would lead to a reduction in positive attitudes towards AR as a learning technology. The experimental group of students showed overall positive attitudes towards AR as a learning technology at approximately the same level as the control group. However, significant differences were found for the skepticism subscale, indicating that learners who learned with both AR and learning strategies were more skeptical about AR as a learning technology than those who learned only with AR. Gender differences were also found for the accessibility subscale, with male participants considering the AR technology to be easier to access outside of the classroom too. The impact of these results on theory and practice as well as further research directions is discussed.