A Systematic Review of Effectiveness and Factors Affecting the Usage of Virtual Science Laboratories in High Schools

Abstract

The integration of virtual laboratories (VLs) into school curricula has become widely accepted, with empirical studies demonstrating their effectiveness based on students’ academic performance in various science subjects across different countries. However, a comprehensive analysis of their combined effectiveness has yet to be conducted, as noted in this review. Using the PRISMA guidelines, six databases were searched, resulting in the identification of 4,180 relevant articles. Ultimately, 13 articles were selected based on specific inclusion and exclusion criteria. The findings revealed that 38.46% of the studies focused on virtual Physics labs, 38.46% on Chemistry, and 23.08% on Biology. The studies indicated a significant improvement in students’ performance in VLs. As compared to traditional ones. Factors such as gender, attitude, and school type were found to influence students’ success with virtual labs. The study contributes to the existing research on individual and school factors affecting the adoption of new technology. Therefore, it is recommended that VLs be utilized either independently or alongside traditional labs, with particular attention given to female students. The study contributes to existing literature that enhances understanding of the significance and effectiveness of different types of science laboratories. Keywords: Virtual laboratory, Physics, Biology, Chemistry.