The purpose of this study is to experimentally manipulate discourse processes hypothesized to impact the emotions students experience when interacting with handheld augmented reality devices in informal learning settings. Research conducted in the field is often limited by practical constraints, requiring heavy investments in time and resources to collect data from large samples of students. To demonstrate the feasibility of our proposed method, a guided walking tour with 60 students using a location-based augmented reality app was simulated in the context of a controlled laboratory setting. The difference between groups of students clustered into distinct profiles of positive and negative self-reported emotions was attributed to patterns in the mined dialog between students and tour guide. Furthermore, student engagement predicted the ability to recall topics covered in the tour. We discuss the implications and directions for future research in tour simulations conducted in a laboratory setting as a means to evaluate the role of mobile technologies in enhancing learning and desirable emotions.