POTENTIAL AND CHALLENGES OF AUGMENTED REALITY TECHNOLOGY IN TEACHING PHYSICS, CHEMISTRY, AND BIOLOGY IN VIETNAMESE GENERAL EDUCATION SCHOOLS: FROM THEORY TO PRACTICE
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DOI:
https://doi.org/10.34238/tnu-jst.14562Abstract
Augmented reality technology demonstrates significant potential for innovating teaching methods, especially in science subjects such as Physics, Chemistry, and Biology. In recent years, several studies have been conducted on this topic; however, the widespread application of augmented reality in Vietnamese general education still faces many challenges. This study aims to analyse the potential and barriers of augmented reality in teaching science subjects, while proposing solutions for effective implementation. A mixed-methods approach was adopted, combining qualitative and quantitative methods, based on surveys conducted at six schools across the three regions of North, Central, and South Vietnam, with 538 responses from teachers and students. The results indicate that augmented reality helps increase students’ interest and improve their learning outcomes, particularly by visualising abstract concepts. Nevertheless, limitations in technological infrastructure, the lack of compatible learning materials, and teachers’ digital pedagogical competencies constitute major barriers. The study proposes several measures, such as investing in infrastructure, providing professional development for teachers, and developing augmented reality learning resources aligned with the general education curriculum, thereby contributing to shaping a feasible augmented reality-integrated teaching model in the context of Vietnamese education.Downloads
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