Despite the positive effects of mobile augmented reality (MAR)-tools for learning, MAR-tools are not commonly used in classrooms. The scientific discourse identified a lack of concepts that guide the practical application of mobile augmented reality (MAR)-tools in education. Teachers often feel insecure when designing and applying digital learning settings and therefore need tools and concepts to support them. The present contribution outlines how to develop an easy-to-use mobile augmented reality learning setting (MARLS). Thus, a MARLS to foster artificial intelligence (AI)-literacy is developed and studied to explore what makes MARLS easy-to-use. AI-literacy serves as an exemplary topic. It appears to be suiting because MAR-technology is based on AI-systems and hence allows students to experience a positive form of human-AI-interaction first headedly. The educational design research is conducted by means of a conjecture map to enable the concurrent investigation of learning, teaching and its interdependence. Derived from the high-level conjectures, (I): AI-literacy is a set of competences, (II): a digital learning environment is crucial to foster it, (III): a good MARLS considers usability, user centeredness, conscious application, basic learning theories and cognitive load, the MARLS is developed. The MARLS and its conjecture map lay ground for the yet to follow measure and improvement of the learning design. [For the full proceedings, see ED621108.]