Effectiveness of Virtual Laboratories and Conceptual Understanding in High School Chemistry: A Systematic Literature Review
DOI:
https://doi.org/10.33394/hjkk.v14i5.22155Keywords:
Systematic Literature Review, Chemistry Education, Virtual Laboratory, Conceptual Understanding, Senior High SchoolAbstract
Understanding chemistry concepts is a core competency that requires students to connect the macroscopic, submicroscopic, and symbolic levels; however, the limitations of physical laboratories in many high schools ranging from cost and time to hazardous chemicals often result in this understanding remaining at the level of rote memorization. Virtual laboratories have emerged as a promising alternative because they allow for the visualization of submicroscopic phenomena without these risks and limitations, although evidence of their effectiveness remains scattered and has not yet been systematically mapped. Unlike prior reviews that span multiple STEM disciplines or aggregate effect sizes across educational levels, this review contributes a focused synthesis that specifically isolates conceptual understanding at the macroscopic, submicroscopic, and symbolic levels within high school chemistry. This study aims to analyze the effectiveness of virtual laboratories in improving high school students’ understanding of chemistry concepts through a systematic literature review. The method followed the PRISMA protocol through four stages (identification, screening, eligibility, and inclusion), sourcing articles from Google Scholar and Scispace for the period 2019-2026. Analysis of 10 articles revealed that nine studies reported a positive and significant effect on conceptual understanding and cognitive learning outcomes in chemistry, with varying levels of evidence: the most convincing evidence came from five quasi-experimental studies with control groups, while one study reported only a small effect attributed to technological access constraints. The topics of acids and bases and molecular geometry (VSEPR) were the most frequently studied, followed by electrochemistry, electrolytes and nonelectrolytes, buffer solutions, and colloidal systems, which are still supported by only a single piece of evidence. It was concluded that virtual laboratories are generally an effective strategy for improving high school students’ understanding of chemistry concepts, particularly topics that are difficult to visualize at the submicroscopic level, such as acids and bases and molecular geometry (VSEPR), although the extent of their impact depends on the strength of the research design and the quality of their implementation.
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