Augmented reality (AR) has gained popularity in K-12 education in the past decades; researchers and educators generally agree that AR is a useful pedagogical tool in teaching because it is grounded on efficient teaching and learning models such as constructivist learning, situated learning, and inquiry-based learning. Research on AR in the K-12 context tends to focus on its impact on learning processes and outcomes. However, it is essential to understand K-12 students' behavioral intentions of use for AR--their perceptions of usefulness, ease of use, and enjoyment--so that teachers can better design and integrate AR-based learning into their courses. Guided by the framework of the Technology Acceptance Model, this literature review explores K-12 students' behavioral intention to use AR in their learning.