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.

This article aims to establish a research map of the flipped classroom (FC) model in general education for the period 2014-2024, exploring publication trends, influential authors, organizations, countries, and prominent research topics, while also identifying academic gaps in this field. The study focuses on three main aspects: (1) publication trends and influential authors, organizations, and countries; (2) key research topics and academic gaps; (3) international collaboration networks in FC research. The research employs a bibliometric analysis method, utilizing the Scopus database and the VOSviewer visualization tool, to synthesize information and identify research trends. The results indicate that research on FC in K-12 education increased sharply from 2019, reflecting the impact of digital transformation in education during and after Covid-19. The United States, Hong Kong, and Taiwan are the leading research centers. Authors such as Bergmann, Bishop, and Hew have been highly influential. Prominent research trends include self-regulated learning, learner satisfaction, gamification, and the application of artificial intelligence. The international collaboration network in this field is growing, with strong participation from institutions from Southeast Asia, including Vietnam. The study recommends expanding the scope of analysis beyond Scopus and using qualitative methods and systematic reviews to further evaluate the FC model. The research will provide policymakers, teachers, and researchers with useful evidence for improving programs, enhancing professional development, and promoting digital transformation in general education.