Building A Flipped Classroom Model Combined with Augmented Reality to Improve the Effectiveness of Teaching Natural and Social Sciences in Primary Schools

Building A Flipped Classroom Model Combined with Augmented Reality to Improve the Effectiveness of Teaching Natural and Social Sciences in Primary Schools

Article Number: e2025445 | Available Online: September 2025 | DOI: 10.22521/edupij.2025.18.445

Pham Quang Tiep , Nguyen Thi Huong

Full text PDF | 2289 | 978

Abstract

Background/purpose. In the context of the Fourth Industrial Revolution, traditional teaching methods are insufficient for cultivating 21st-century competencies. In Vietnamese primary education, teaching Natural and Social Sciences is particularly challenging due to abstract concepts beyond the cognitive development of students aged 9–11. This study aims to develop and evaluate a flipped classroom model integrated with Augmented Reality (AR) to enhance learning effectiveness, motivation, and conceptual understanding in this subject area.

Materials/Methods. This research employed a mixed-methods experimental design with a randomized controlled trial approach. Grounded in social constructivist theory, cognitive multimedia learning, and the TPACK framework, the study designed a three-component model: an interactive digital content system, a multilayered AR-integrated flipped teaching process, and an adaptive assessment system. A 16-week randomized controlled trial was conducted in 9 primary schools across Vietnam with 453 students in grades 4–5. Quantitative data were collected through standardized assessment tools, engagement scales, and performance measures, while qualitative data were gathered through semi-structured interviews with students, teachers, and parents.

Results. The experimental group demonstrated a 23.6% improvement in academic performance (Cohen’s d = 1.37), a 41.5% increase in learning interest, and a 35.2% enhancement in abstract concept comprehension compared to traditional methods. Gains were most notable in higher-order thinking skills and spatial-temporal topics (e.g., Earth-Moon movement).

Conclusion. The AR-enhanced flipped classroom model significantly improved learning outcomes and engagement in primary science education. The study provides a scalable implementation framework and confirms the necessity of teacher training and infrastructure support to ensure sustainable adoption in diverse educational contexts.

Keywords: Flipped classroom; augmented reality; AR; Natural and Social Sciences; primary education

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