Abstract: This pilot study aimed to examine the usability of an augmented reality (AR) learning activity and its effect of AR-based embodied-cognition on elementary student’s learning of lever principle with comparison to learning from digital simulation. Participants were fourth-grade students. The effect of type of technological learning (AR vs. VR) on participants’ learning performance in lever principle was investigated. The preliminary results revealed that the AR-based learning facilitated participants’ knowledge comprehension performance better than the digital simulation (VR) did, and that both the AR-based learning and the VR-based learning showed positive impacts on learners’ motivation.