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Participants were split into an experimental group and a control group. Both groups completed the same organic chemistry lesson and lab session, while the experimental group received additional virtual-lab training beforehand. Pre/post surveys showed a significant positive attitude shift for the experimental group, with improved understanding of educational methods and higher engagement during hands-on work. Technical perspectives remained similar across groups, supporting virtual labs as a viable science-education tool and informing future research directions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/technology-enhanced-learning-through-virtual-laboratories-in-chemistry-education/600324/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/technology-enhanced-learning-through-virtual-laboratories-in-chemistry-education/600324.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were the participants grouped in this study?","Question",{"text":112,"@type":113},"The 22 pre-service teachers were divided into an experimental group and a control group.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What was the key difference between the experimental and control groups?",{"text":117,"@type":113},"The experimental group received additional training through a virtual laboratory before the hands-on lab session, while the control group did not.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about attitudes and technical understanding?",{"text":121,"@type":113},"The experimental group showed a significant positive attitude shift after the intervention, with improved understanding of educational methodologies and greater engagement during physical lab work; no significant differences were found between groups regarding technical aspects of the experiments.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600324,1792165368,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2023, 15(4), ep474 ISSN: 1309-517X (Online)  \nTechnology-enhanced learning through virtual laboratories in chemistry education  \nFatimah Alhashem 1*  \n 0000-0001-9474-4825  \nAbdullah Alfailakawi 2  \n 0009-0001-3951-4418  \n1 Gulf University for Science and Technology, Kuwait City, KUWAIT  \n2 Kuwait University, Kuwait City, KUWAIT  \n* Corresponding author: [hashem.f@gust.edu.kw](hashem.f@gust.edu.kw)  \nCitation: Alhashem, F., & Alfailakawi, A. (2023) . Technology-enhanced learning through virtual laboratories in chemistry  \neducation. Contemporary Educational Technology, 15(4), ep474. [https://doi.org/10.30935/cedtech/13739](https://doi.org/10.30935/cedtech/13739)  \nARTICLE INFO ABSTRACT  \n\n| Received: 19 May 2023\u003Cbr>Accepted: 15 Sep 2023\u003Cbr>INTRODUCTION | This research studied the impact of integrating virtual laboratories in chemistry lessons among 22 pre-service teachers who were enrolled in a Bachelor of Education program, focusing on middle and high school science. These participants were systematically divided into an experimental group (EG) and a control group. Both groups engaged in the same organic chemistry lesson and subsequent lab session, the only difference being that EG received additional training via a virtual laboratory prior to the hands-on lab session. A survey, conducted both before and after the experiment, was utilized to measure participants’ attitudes towards the use of virtual laboratories. The quantitative data analysis revealed a significant positive shift in EG’s attitudes post-intervention, suggesting that virtual laboratory experiences enhance their learning and engagement. Specifically, participants exhibited improved understanding of the educational methodologies and heightened engagement during the physical lab work. However, no significant differences were observed between the two groups concerning the technical aspects of the experiments, implying that the virtual labs’ impact on perspectives about the technical components of a chemistry lab was consistent across both groups. These findings support the view of virtual laboratories as a viable supporting tool for science education, promoting technology integration into teaching practices to meet the demands of 21st century learning outcomes. This research concludes with recommendations for future studies to explore further the implications of virtual labs on various aspects of science education.\u003Cbr>Keywords: virtual laboratory, chemistry, organic chemistry, pre-service teacher, training, science education, laboratory |\n| --- | --- |\n\nChemistry, a core science subject, comprises theories, facts, and laws that have been explored and validated through rigorous experimental procedures (Ural, 2016) . Its importance in diverse scientific domains such as medicine, pharmacy, and environmental science underscores its inclusion in the K-12 curriculum. A significant facet of chemistry education is understanding the interactions of elements and compounds, and the practical implications of these reactions in daily life (Ural, 2016). The advent of technology has profoundly impacted the field of chemistry education (Cetin-Dindar et al., 2018) . From enhancing experimental accuracy to facilitating comprehensive understanding of complex concepts, technology’s integration into education has been pivotal (Ali & Ullah, 2020). However, the optimal utilization of technology in education demands a defined set of professional standards to ensure efficacy and facilitate proper understanding among students.  \nFocusing on organic chemistry, it involves the study of carbon-hydrogen bonded compounds, their properties, reactions, and structures (Denmark, 2009) . Given the countless organic compounds that exist due to carbon’s ability to form chains with other atoms, the instructional methods in this area must incorporate practical activities to provide a hands-on understanding of reactions and compounds. ","cbCaibgm1IiQ16jZ","https://ap.wps.com/l/cbCaibgm1IiQ16jZ","pdf",392770,14,"English","# Introduction\n## Research design and groups\n## Virtual labs and impact on attitudes\n## Background: chemistry education and technology integration","[{\"question\":\"How were the participants grouped in this study?\",\"answer\":\"The 22 pre-service teachers were divided into an experimental group and a control group.\"},{\"question\":\"What was the key difference between the experimental and control groups?\",\"answer\":\"The experimental group received additional training through a virtual laboratory before the hands-on lab session, while the control group did not.\"},{\"question\":\"What were the main findings about attitudes and technical understanding?\",\"answer\":\"The experimental group showed a significant positive attitude shift after the intervention, with improved understanding of educational methodologies and greater engagement during physical lab work; no significant differences were found between groups regarding technical aspects of the experiments.\"}]","Technology-enhanced learning through virtual laboratories in chemistry education | PDF",1792090464,35]