Augmented Reality to Enhance Chemistry Learning Outcomes in Vietnamese Lower Secondary Schools

A Quasi-Experimental Study on Acid-Base–pH–Oxide–Salt Topics

Bibliographic Data

ID6005620
AuthorsPham Ngoc Son (0000-0001-6961-6717), Thi Thuan An Dang (0009-0000-4360-7302), Vu Thi Thu Hoai (0000-0002-1432-3260), Hoai Minh Thai (0000-0003-1027-2117), Van Tiem Chu (0000-0003-3513-5071), Manh Hung Nguyen (0000-0002-9944-5725)
Year2025
Volume14
Issue4
Pages1259-1275
Publication date2025-08-27
Open AccessYes
TypeARTICLE
VenueEuropean Journal of Educational Research (JOURNAL)
Journal identifiersISSN: 1474-9041 • E-ISSN: 2165-8714
PublisherEurasian Society of Educational Research (PUBLISHER • NL)
DOI10.12973/eu-jer.14.4.1259
OpenAlexW4413760962
LanguageEN
References cited37

Augmented Reality (AR) technology is emerging as a promising tool in education, offering immersive and interactive learning experiences that enhance students’ understanding of abstract scientific concepts. This quasi-experimental study investigated the impact of AR on student learning outcomes in chemistry topics, including acids, bases, pH, oxides, and salts, among lower secondary students in Vietnam. A total of 191 students participated in the study, divided into two groups: the experimental group (n = 94) received AR-integrated lessons. The control group (n = 97) received instruction through traditional methods, including lectures and discussions. Data were collected at three points: prior to the intervention (Test 0, baseline) to establish group equivalence; during the intervention (Test 1) to monitor interim changes; and after the intervention (Test 2) to evaluate overall impact. These were complemented by semi-structured surveys and interviews to assess students’ academic performance, conceptual understanding, and active engagement in the lessons. Mixed-effects ANCOVA revealed a significant Group × Time interaction, F(1,188) = 9.93, p = .002, partial η2 = .050, indicating that the experimental group demonstrated significantly greater improvement than the control group. The large between-group effect size (partial η2 = .231) confirms substantial practical significance of the AR intervention. Qualitative findings indicated that the use of AR enhanced students’ motivation, engagement, and conceptual understanding by enabling them to visualize three-dimensional molecular structures and conduct simulated experiments in a safe, controlled environment. Despite challenges such as limited technological infrastructure and the need for specialized teacher training, the study demonstrates that AR holds considerable potential for transforming chemistry education in Vietnam. These findings underscore the importance of continued research, targeted professional development, and supportive policies to optimize the integration of AR into diverse educational settings, ultimately improving students’ interest and learning outcomes

Academic achievement · Base (topology · Mathematics education · Salt (chemistry · Vietnamese · Augmented Reality Applications · Chemistry · Educational Technology and E-Learning · Mathematics · Mobile Learning in Education · Psychology · Organic Chemistry

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