Contextual learning is broadly linked to constructivist theory of learning. Learning take place when people are able to construct meaning based on their own experiences. With the advancedments of technology enhanced learning, recently contextual and informal learning has attracted huge attentions for development and deplyment. Recently through the use of Augmented Reality
(AR), which is relatively new technology, interaction provided between the real world and a computer- generated digital content. Augmented Reality can offer interesting, engaging and immersive content and interactions, which may enhance learning
experiences. However, designing for augmented reality application has thrown a number of challenges for designer and developer to address, which is not only related to the usability of interface and interactions, but also implications for learning in general and for contextual learning in particular. Research to date boradly addresses some of these challengese, however there are very few design guidelines for AR technologies that can enhance efficiancy, effectiveness and users satisfactions. This project develops novel sets of interaction design guidelines through the user centred design investigation unravelling a potential of augment reality for contextual learning. We presents a number of studies carried out to gather users requirements and experiences for successful development and deployment of this rapidly advancing technologies. The ARCity mobile application is presented as a proof of concept facilitating a contextual and cultural learning using mobile augmented reality technologies.