Perceived Benefits and Challenges of Virtual Laboratory Implementation in Chemistry Education: A Mixed-Methods Study (Preprint)

BACKGROUND Chemistry education relies heavily on experimentation to bridge theoretical concepts with practical applications. However, universities often face challenges in providing real laboratory experiences due to resource limitations, equipment shortages, and logistical constraints. Virtual laboratories have emerged as a promising alternative, offering interactive, computer-based simulations that replicate real lab experiments and enhance learning. OBJECTIVE This study investigates the perceived benefits and challenges of implementing virtual laboratories in chemistry education at selected universities in Southern Ethiopia, assessing their effectiveness as a teaching and learning tool. METHODS An explanatory sequential mixed-method design was employed to provide a comprehensive analysis. Quantitative data were collected from 63 chemistry instructors and 143 undergraduate students using structured questionnaires, while qualitative insights were obtained through interviews. Descriptive statistics were used to analyze numerical data, and thematic coding was applied to categorize qualitative responses. RESULTS The findings indicate that virtual laboratories significantly enhance chemistry education by improving academic achievement and conceptual understanding, particularly in grasping key concepts and complex topics (average mean score: 3.9). They also contribute to the development of essential scientific skills, such as hypothesis formulation, problem-solving abilities, and effective lab report writing (average mean score: 3.8). Additionally, virtual labs offer flexibility in learning by supporting self-paced education and serving as viable alternatives when access to real laboratories is limited (average mean score: 3.8). However, despite these advantages, several challenges were identified. Limited technical expertise (kappa = 0.63), high software costs (kappa = 0.61), difficulties in understanding specific concepts required for virtual experiments (kappa = 0.61), and the absence of engaging virtual lab software (kappa = 0.51) were among the primary obstacles. Furthermore, a lack of preparedness to address real laboratory challenges (kappa = 0.23) and infrastructural limitations, such as insufficient computer facilities (kappa = 0.25), further hinder the effective implementation of virtual laboratories. CONCLUSIONS The study underscores the transformative potential of virtual laboratories in chemistry education, serving as viable alternatives to traditional lab instruction. However, their successful implementation requires addressing existing challenges, such as improving digital infrastructure, providing instructor training, and enhancing accessibility. Universities should consider integrating virtual laboratories alongside real labs to optimize learning outcomes and foster technologically advanced educational environments.