Mobile technology is one of the fastest developing communications tools in the history of humankind. Perhaps now more than ever, one of the biggest questions educators and instructors face is how to engage learners in the digital age as mobile technology rapidly evolves. Current research indicates that Augmented Reality (AR) mobile learning applications, when functioning as electronic performance support systems, can increase student's spatial and working memory, response times, and has a significant impact on student engagement. With pedagogically enhanced support systems, AR-enabled courses increase learner's cognitive ability, their response to behavioral demands, and overall positively influence learner's working memory. The significance of this study will help illustrate how assistive and mobile devices are facilitating learning and autonomous help-seeking behavior in technology-enhanced learning environments. The longitudinal study utilizing Augmented Reality screen reading applications indicates that mobile AR technology can function as assistive and help-seeking instruments to increase user visual and spatial memory recall while simultaneously providing learners with tailored and systematized learning content. The study applies mixed methodologies, utilizing quantitative and qualitative data to aid in triangulation. The results show that Augmented Reality applications offer a uniquely beneficial learning context compared to the traditional computer lab setup due to the nature of mobile application's ability to unlock content anywhere and anytime versus traditional electronic learning methods.