Augmented Reality (AR) enhances learning experiences and improves student engagement. However, the nature of learners’ engagement in AR enhanced educational activities has not been yet thoroughly investigated. The present study is aiming at answering the question why primary school pupils engage in AR educational activities. The study employes the uses and gratification theory as its theoretical framework. One hundred and six pupils from four Scottish primary schools participated in a two-week programme creating AR experiences within their curriculum subjects. Quantitative data was collected through an online questionnaire afterwards. Structured equation modeling was used for the analysis. Findings have shown that enjoyment and satisfaction (hedonic factors) significantly explain and predict pupils’ engagement in the AR educational activities. Nevertheless, perceived usefulness and perceived ease of use (utilitarian factors) are not significant predictors of primary pupils’ engagement. Study findings are important for educators and educational policy makers. Understanding how AR affects learning engagement in primary school pupils can help shape future educational policies and practices. Moreover, understanding how AR can foster engagement contributes to children's academic development.