Augmented reality (AR) games offer significant potential to enhance learning experiences, yet the impact of when these games are introduced during the educational process remains underexplored. This study explored how the timing of providing the AR game influenced learners' achievement, satisfaction and acceptance. Using a quasi-experimental design, 68 second-graders engaged with the AR game "AR Easy Sign Language: Grams and Kilograms," either before class or in class. Additionally, perspectives from eight students, one teacher and 24 parents (from the before-class group) were collected. Results indicated that providing the AR game in class significantly improved learners' achievement and acceptance compared to providing it before class. While overall satisfaction was unaffected by timing, students' cognitive focus differed: in-class participants emphasised the game's educational value, whereas those using it before class viewed it more as an entertaining tool with educational functionality. Both the teacher and parents acknowledged the educational value of AR games but expressed concerns regarding the cost and potential health issues. This study contributes to theoretical understanding and practical implementation strategies for AR games in education, particularly in optimising their timing for maximal impact.