This systematic review synthesizes research on the application of Augmented Reality (AR) technology in K–12 special education to evaluate its impact on learning outcomes and identify implementation trends, benefits, and challenges. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines, a search of the Scopus, IEEE, Web of Science, and ProQuest databases on 20 March 2024 for English-language peer-reviewed articles published between 2010 and 2024 yielded 16 studies that met the inclusion criteria. The analysis of these studies reveals a growing research interest, particularly after 2019, with a concentration of research in developing nations like Indonesia and Malaysia. The findings consistently show that AR technology interventions, predominantly targeting students with learning disabilities and autism spectrum disorder (ASD) through 3D objects and game-based applications, positively impact academic achievement, motivation, and skill development. Despite these promising outcomes, this review concludes that a significant gap remains between the technology's potential and its current practice, hindered by challenges such as high costs, technical complexity, and a narrow research focus. Therefore, future work should prioritize developing cost-effective, user-friendly AR technology and expanding research to include a wider range of disabilities and educational contexts to ensure equitable and effective access for all students. 

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.