Virtual Laboratories in STEM Education: A Scoping Literature Review on E-Learning Innovation ^†

Abstract

As digital learning continues to expand, virtual laboratories have become increasingly prominent in STEM education. This scoping review explores the development and application of virtual labs within online and blended learning settings. It looks into how these resources encourage experiential learning, increase student interest, and offer substitutes for conventional laboratory limitations. The evaluation concentrates on important aspects such as learning objectives, instructional techniques, technology infrastructure, and real-world implementation difficulties. It also identifies recurring limitations in the current body of research, including the lack of adaptable virtual lab designs and limited empirical evaluation. The study highlights the essential role of virtual laboratories in advancing e-learning innovation and outlines future research directions aimed at maximizing their educational impact in STEM fields.

1. Introduction

Virtual laboratories are simulated learning environments that replicate the experiences and practical activities of a physical laboratory. They leverage digital technologies to offer students opportunities for exploration, experimentation, and interaction with complex scientific concepts without the time, space, or resource constraints often associated with traditional laboratories. These platforms can vary in complexity, ranging from basic web-based simulations to immersive virtual reality (VR) environments. The use of such labs has been shown to enhance student engagement and understanding in various STEM disciplines [1,2].

Education in the fields of science, technology, engineering, and mathematics (STEM) is crucial for economic development and innovation. However, access to expensive laboratory equipment and the need for constant supervision can limit practical learning opportunities, especially in underserved regions or during crises, such as the COVID-19 pandemic [3]. Virtual laboratories offer a scalable and cost-effective solution to bridge these gaps, enabling students to develop essential problem-solving, critical thinking, and experimental skills that are fundamental to STEM careers [4]. They can also provide safer alternatives for experiments involving hazardous materials or complex procedures [5].

This scoping review aims to map the existing scientific literature concerning the use of virtual laboratories in STEM education. It seeks to identify key trends, perceived benefits, encountered challenges, and research gaps. By synthesizing current knowledge, this review will provide a foundation for future research and pedagogical practices, highlighting the potential of virtual laboratories as a tool for innovation in e-learning. Several recent reviews have explored specific aspects, such as the impact of VR [6] or digital simulations in general [7], but a broad scoping review focusing on e-learning innovation is timely.

2. Objectives and Research Questions

This scoping review is guided by the following research questions:

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What is known about the use of virtual labs in STEM education? This question aims to understand the extent and nature of the integration of virtual laboratories into STEM curricula, as well as the disciplines and educational levels where they are most frequently used.

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What opportunities and challenges are reported? This question explores the advantages and disadvantages of using virtual laboratories, as perceived by educators and students, and documented in the literature.

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What gaps exist in current research? This question seeks to identify understudied areas or aspects of virtual laboratories that require further exploration to maximize their effectiveness and adoption.

3. Methodology

This scoping review was conducted following a systematic approach to identify, select, and synthesize relevant literature.

3.1. Identification

This research utilized two electronic databases: Scopus and Web of Science. To ensure comprehensive identification of relevant studies, the following search query was applied across both platforms: TITLE-ABS-KEY (virtual AND lab AND (STEM AND education OR STEM) AND e-learning) AND (LIMIT-TO (LANGUAGE, “English”)) (see Figure 1).

To ensure a rigorous and systematic selection process, this study adopted the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework (see Figure 2). Duplicate records (n = 11) were identified and removed using Zotero, along with one record lacking an abstract.

3.2. Screening

Following this, a thorough screening of titles and abstracts was conducted, resulting in the exclusion of two studies that were not sufficiently aligned with the study’s focus on virtual laboratories in educational settings. Accordingly, 85 records were deemed eligible and included for comprehensive analysis.

4. Results

The findings of this scoping review, derived from a rigorous synthesis of foundational academic articles, are thematically structured. This organization highlights the identified opportunities, inherent barriers, as well as emerging trends and research gaps noted in the existing literature (see

Table 1. Summary of Opportunities, Barriers, and Trends and Gaps.

Category	Theme	Description
Opportunities	Accessibility and flexibility	Virtual labs provide anytime, anywhere access, removing geographical and temporal constraints.
	Skill development	Foster critical thinking, problem-solving, and collaboration through interactive experimentation.
	Cost and resource efficiency	Significantly reduce costs associated with equipment, maintenance, and hazardous materials.
Barriers	Lack of infrastructure	Inadequate technological infrastructure, especially in developing nations, limits adoption.
	Pedagogical limitations	Inability to fully replicate tactile and sensory experiences of physical labs; risk of superficial learning.
	Resistance from educators or institutions	Reluctance from educators and institutions to adopt new technologies due to lack of training or concerns about quality.
Trends and Gaps	Lack of studies in developing countries	Limited research on virtual lab effectiveness and implementation in developing countries.
	Few long-term impact studies	Scarcity of longitudinal studies assessing long-term impact on learning and career persistence.
	Unequal access (digital divide)	Disparities in access to high-speed internet and computing devices exacerbate educational inequalities.

).

4.1. Opportunities and Benefits

Virtual laboratories offer a multitude of opportunities and benefits for STEM education, which have been widely documented in the literature. These advantages are particularly relevant in the current context of distance learning and the need for more inclusive and accessible education.

One of the most cited advantages of virtual laboratories is their ability to improve the accessibility and flexibility of practical learning. They allow students to access laboratory experiences anytime, anywhere, eliminating the geographical and temporal constraints of physical laboratories. This is particularly beneficial for online students, those living in remote areas, or those with busy schedules. For example, Labster, a virtual laboratory platform, highlights its ability to make STEM courses more accessible and increase student pass rates by allowing them to explore scientific concepts and conduct experiments on their computer or mobile device [8]. Recent studies also show that virtual reality labs can boost grades and engagement [9]. The flexibility offered by cloud based virtual labs further enhances this accessibility [10].

Virtual laboratories contribute to the development of a range of essential skills for STEM students. Beyond the simple acquisition of theoretical knowledge, they promote the development of practical skills, critical thinking, problem-solving, and collaboration. Virtual environments can be designed to encourage repeated experimentation, data analysis, and decision-making, allowing students to master complex concepts at their own pace. Studies have shown that virtual laboratories can help build students confidence in STEM by providing a safe space for them to explore and make mistakes without real-world consequences [8]. The development of TPACK (Technological Pedagogical Content Knowledge) for teachers using virtual labs is also an emerging area of focus [11].

Physical laboratories require significant investments in equipment, maintenance, and personnel. Virtual laboratories can significantly reduce these costs, making STEM education more affordable for institutions and students. They eliminate the need to purchase and maintain expensive equipment, handle hazardous chemicals, or have large physical spaces. This resource efficiency allows institutions to reallocate funds to other areas of education or expand access to practical learning to a larger number of students. An article from Reimagine Education highlights that virtual laboratories allow STEM students to experiment in multi-million-dollar labs at a fraction of the cost of a wet lab [12]. The cost-effectiveness is a significant driver for adoption, especially in resource constrained settings [13].

4.2. Barriers and Challenges

Despite their many advantages, the widespread adoption and integration of virtual laboratories in STEM education face several barriers and challenges.

In many regions, particularly in developing countries, the lack of adequate technological infrastructure is a major obstacle. A reliable internet connection and access to compatible computers or devices are essential for the use of virtual laboratories. The lack of investment in these infrastructures can create a digital divide, excluding students who do not have the necessary resources to fully participate in virtual laboratory-based learning. Studies have highlighted the difficulty of setting up remote practical work platforms in some regions of Africa [14]. This digital divide remains a significant concern [15].

While virtual laboratories are effective for many aspects of learning, they may present certain pedagogical limitations. The tactile and sensory experience of manipulating real equipment, the smell of chemicals, or the noise of machines are elements that cannot be fully reproduced in a virtual environment. These aspects are important for the development of certain practical skills and for a holistic understanding of scientific phenomena. Furthermore, the pedagogical design of virtual activities must be carefully developed to prevent students from simply following instructions without a deep understanding of the underlying concepts [16].

Resistance to change from educators and institutions can hinder the adoption of virtual laboratories. Some educators may be reluctant to abandon traditional teaching methods or to invest time in learning new technologies. Concerns about the quality of learning, the validity of results obtained in a virtual environment, or the lack of training and support can also contribute to this resistance. Institutions may also face challenges related to integrating virtual laboratories into existing curricula, accreditation, and recognition of virtually acquired skills [17].

4.3. Trends and Gaps

Literature analysis also reveals several emerging trends and significant gaps in research on virtual laboratories in STEM education. There is a notable lack of studies on the effectiveness and implementation of virtual laboratories in developing countries, particularly in Africa and the Middle East. The majority of research comes from Western countries, which limits the generalizability of conclusions and the understanding of specific challenges encountered in resource limited contexts. It is crucial to conduct more research in these regions to adapt virtual laboratory solutions to local needs and to evaluate their impact on access to quality STEM education. The proposal for a collaborative software development platform for virtual universities in Senegal [18] is an example of such an initiative, but more impact studies are needed. Training teachers on virtual labs is also a key initiative to enhance STEM education in these regions [19]. The need for more localized research is a recurring theme [20].

Although many studies have demonstrated the short-term effectiveness of virtual laboratories, there is a lack of research on their long-term impact on student learning, persistence in STEM careers, and professional development. Longitudinal studies are needed to assess whether skills acquired in virtual environments translate into equivalent or superior performance in real-world contexts and whether they contribute to better knowledge retention in the long term.

Despite the potential of virtual laboratories to improve accessibility, the digital divide remains a major concern. Unequal access to high-speed internet and computing devices in certain communities or regions can exacerbate existing educational inequalities. Policies and initiatives aimed at bridging this digital divide are essential to ensure that virtual laboratories benefit all students, regardless of their socioeconomic or geographical situation.

5. Discussion

This comprehensive scoping review, drawing insights from a carefully curated selection of articles, illuminates the burgeoning significance and transformative influence of virtual laboratories within the realm of STEM education. These digital platforms offer innovative avenues for enhancing the accessibility, flexibility, and overall efficiency of practical learning experiences. Concurrently, they play a pivotal role in cultivating essential competencies indispensable for successful careers in scientific and technological fields. Nevertheless, the widespread adoption of these tools faces considerable impediments, primarily stemming from infrastructural limitations, inherent pedagogical constraints, and a discernible resistance to change.

The undeniable advantages of virtual laboratories, including their enhanced accessibility, inherent flexibility, and notable cost-effectiveness, are consistently highlighted. These platforms serve to democratize access to hands-on learning, thereby enabling a broader spectrum of students to engage in scientific experimentation—an opportunity historically restricted by physical or financial barriers. This capacity to surmount traditional obstacles is particularly pertinent in an increasingly interconnected global landscape that actively seeks to foster educational equity. Furthermore, the interactive and iterative nature of virtual simulations significantly augments the development of crucial skills, such as critical thinking and problem-solving. They provide a secure and controlled environment conducive to experimentation and the valuable process of learning from mistakes.

However, the seamless integration of virtual laboratories into educational paradigms is not without its formidable challenges. A significant impediment to their pervasive adoption, especially within developing nations, is the persistent inadequacy of robust digital infrastructure. The digital divide, manifested through unequal access to reliable internet connectivity and essential computing equipment, regrettably exacerbates existing educational disparities. Moreover, the inherent pedagogical limitations of virtual environments, notably the absence of tactile and multi-sensory engagement, raise legitimate questions regarding their capacity to fully replicate the learning outcomes achieved in physical laboratories for certain types of experiential learning. The resistance to embracing these innovations, often observed among educators and institutions, frequently stems from insufficient training, inadequate support mechanisms, or genuine concerns about the qualitative aspects of learning. This human factor is a critical element that cannot be overlooked. The identified lacunae in existing research, including the striking scarcity of studies originating from developing countries and the limited number of long-term impact assessments, unequivocally underscore the pressing need for more diverse and in-depth scholarly inquiry. A nuanced understanding of how virtual laboratories function across varied socioeconomic and cultural contexts, coupled with a rigorous evaluation of their influence on student persistence and long-term professional success, is absolutely essential to fully realize their inherent potential.

For policymakers, these findings emphatically underscore the critical importance of strategic investment in digital infrastructure and the proactive development of policies that actively champion equitable access to educational technologies. Initiatives specifically designed to bridge the digital divide and facilitate the seamless integration of virtual laboratories into national curricula are of paramount importance. For educators, it is imperative to conceptualize virtual laboratories as powerful complementary tools, rather than mere substitutes, for traditional practical experiences. Continuous professional development and targeted training programs are indispensable to equip educators with the requisite pedagogical and technical proficiencies needed to design and effectively facilitate engaging learning experiences utilizing virtual laboratories. Institutions, in turn, must articulate clear and comprehensive strategies for the thoughtful integration of virtual laboratories, meticulously considering the unique needs of their student populations and the available resource endowments. This encompasses judicious investment in high-quality platforms, the implementation of robust training programs for both faculty and staff, and the continuous, systematic evaluation of the effectiveness of virtual laboratory implementations.

Crucially, virtual laboratories are not envisioned as a complete replacement for their physical counterparts. Instead, they are designed to function as synergistic complements, enriching and expanding the scope of practical learning. They can serve as invaluable preparatory tools for physical experiments, enabling students to familiarize themselves with procedural protocols and fundamental conceptual frameworks prior to entering a tangible laboratory setting, thereby mitigating errors and enhancing overall efficiency. Furthermore, they offer excellent opportunities for post-laboratory review and practice, effectively reinforcing learned concepts. Beyond this, virtual laboratories possess the unique capability to facilitate experiences that would be either impractical or inherently hazardous to conduct in a physical laboratory, such as the safe manipulation of radioactive isotopes or the detailed observation of phenomena at the atomic scale. This inherent complementarity fosters a truly hybrid approach to practical learning, optimizing the benefits derived from both environments and ultimately culminating in a more comprehensive, adaptable, and enriching educational experience.

6. Conclusions

This scoping review highlights the growing role and significant impact of virtual laboratories in STEM education. They offer innovative solutions to improve accessibility, flexibility and efficiency of practical learning, while contributing to the development of essential skills for scientific and technological careers. However, their widespread adoption is hampered by challenges related to infrastructure, pedagogical limitations, and resistance to change.

A major finding of this review is the striking lack of studies conducted in developing countries. To maximize the potential of virtual laboratories globally, it is imperative to encourage and support localized research. For example, in-depth studies in Moroccan engineering schools could provide valuable insights into the effectiveness of virtual laboratories in specific contexts, taking into account existing infrastructures, local curricula, and student needs. Such research would allow adapting virtual laboratory solutions to local realities and measuring their real impact on the quality of STEM education in these regions.

Future research should focus on several areas:

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Long-term impact studies in Morocco: Evaluate the effect of virtual laboratories on knowledge retention, student persistence in STEM careers, and their professional success within Moroccan educational settings over several years.

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Hybrid pedagogical approaches for Morocco: Explore optimal combinations of virtual and physical laboratories to maximize learning and skill development, specifically tailored to the Moroccan educational system.

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Infrastructure development in Morocco: Conduct action research on effective strategies to overcome infrastructure challenges in resource-limited regions of Morocco, facilitating the broader adoption of virtual labs.

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Educator acceptance and training in Morocco: Study the factors influencing Moroccan educators’ acceptance of virtual laboratories and develop effective training programs to support them in this transition.

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Comparative evaluation in Morocco: Conduct rigorous comparative studies between virtual and physical laboratory learning in Moroccan institutions, using standardized outcome measures relevant to the local context.