Analysis of the Effectiveness of Virtual Laboratory Use on Elementary School Students’ Science Learning Outcomes

Abstract

Science learning outcomes in elementary schools remain relatively low due to limited laboratory facilities, teacher-centered instruction, and low student engagement in science learning activities. Virtual laboratories have emerged as innovative educational technologies that provide interactive and inquiry-based learning experiences to support science learning effectiveness. This study aimed to analyze the effectiveness of virtual laboratory utilization on elementary school students’ science learning outcomes through a Systematic Literature Review (SLR) approach. The study reviewed scientific articles published between 2020 and 2025 obtained from reputable databases such as Scopus, Google Scholar, ERIC, and ScienceDirect. The selected studies were analyzed descriptively and thematically based on learning outcomes, science literacy, science process skills, motivation, and inquiry abilities. The findings revealed that virtual laboratories significantly improved students’ science learning achievement, conceptual understanding, scientific literacy, and higher-order thinking skills. Technologies such as PhET simulations, augmented reality, and immersive virtual reality created meaningful, engaging, and student-centered learning experiences that enhanced students’ motivation and inquiry participation. Furthermore, virtual laboratories provided effective solutions to limitations in laboratory facilities, safety concerns, and instructional resources in elementary schools. Therefore, virtual laboratory utilization can be considered an effective and innovative strategy for improving science learning quality and promoting active scientific exploration among elementary school students.