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Virtual laboratories and online learning in engineering education: a review

International Journal of Evaluation and Research in Education (IJERE) · Vol. 15 No. 5 (2026) · pp. 3857–3869

DOI
10.11591/ijere.v15i5.39538
ISSN
2620-5440, 2252-8822
Published
2026-10-01
Publisher
Institute of Advanced Engineering and Science
Language
eng
License
creativecommons.org/licenses/by-nc/4.0

Abstract

The rapid expansion of virtual laboratories and online learning in engineering education, accelerated by the COVID-19 pandemic, has created an urgent need for clearer pedagogical guidance on how digital laboratory modalities should be used. This review addresses the unresolved educational problem of ensuring that virtual and remote laboratory environments support not only conceptual understanding but also practical laboratory skills and broader professional competencies. Using a structured review of recent empirical studies, systematic reviews, and meta-analyses, the paper synthesizes evidence on simulation-based laboratories, remote laboratories, immersive environments, and the wider online learning conditions that shape their effectiveness. The review finds that virtual laboratories are consistently effective for conceptual learning, visualization, flexibility, and access, while remote and immersive environments can strengthen authenticity and practical skill development when combined with active learning, multimodal assessment, and strong instructional support. However, persistent limitations remain in psychomotor skill development, assessment validity, accessibility, and institutional readiness. The review concludes that no single modality is sufficient on its own; rather, a hybrid model that pedagogically integrates virtual, remote, immersive, and physical laboratory experiences offers the most defensible pathway for meaningful and sustainable engineering laboratory education.

Keywords

Collaboration network of the authors

26 authors · 84 co-authorship links · 20 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Al-Ahliyya Amman University
  • Applied Science Private University
  • World Islamic Sciences and Education University
  • Amman Arab University
  • Al-Balqa Applied University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Jamal Al-NabulsiAl-Ahliyya Amman University5
Nidal M. TurabAl-Ahliyya Amman University4
Nawaf AlshdaifatApplied Science Private University4
Muneera AltayebAl-Ahliyya Amman University3
Nidal TurabAffiliation unknown3
Suhaila AbuowaidaAffiliation unknown2
Muhammad Saleh Al-AyyadAl-Ahliyya Amman University2
Omar AlmomaniWorld Islamic Sciences and Education University2
Hamza Abu OwidaAffiliation unknown2
Mwaffaq Abu-AlhaijaAl-Ahliyya Amman University1
Mohammad Abdallah AlsharaiahAl-Ahliyya Amman University1
Ala AbuthawabehAmman Arab University1
Ali Mohd AliAl-Ahliyya Amman University1
Mohammad R. HassanAl-Ahliyya Amman University1
Feras AlnaimatAl-Ahliyya Amman University1
Ashraf Al SharahAl-Balqa Applied University1
Ghayth AlMahadinAl-Ahliyya Amman University1
Nour Al HawamdehAl-Ahliyya Amman University1
Sanaa SalamaAffiliation unknown1
Abdelrahman AbushattalAffiliation unknown1
Mohammad HassanAffiliation unknown1
Jamal I. Al-NabulsiAffiliation unknown1
Muhammad Al-AyyadAffiliation unknown1
Basem Abu IzneidAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Virtual laboratories and online learning in engineering education: a review</dc:title>
	<dc:creator>Owida, Hamza Abu</dc:creator>
	<dc:creator>Arabiat, Areen</dc:creator>
	<dc:subject xml:lang="en-US">Engineering education; Online learning; Remote laboratories; Simulation-based learning; Virtual laboratories</dc:subject>
	<dc:description xml:lang="en-US">The rapid expansion of virtual laboratories and online learning in engineering education, accelerated by the COVID-19 pandemic, has created an urgent need for clearer pedagogical guidance on how digital laboratory modalities should be used. This review addresses the unresolved educational problem of ensuring that virtual and remote laboratory environments support not only conceptual understanding but also practical laboratory skills and broader professional competencies. Using a structured review of recent empirical studies, systematic reviews, and meta-analyses, the paper synthesizes evidence on simulation-based laboratories, remote laboratories, immersive environments, and the wider online learning conditions that shape their effectiveness. The review finds that virtual laboratories are consistently effective for conceptual learning, visualization, flexibility, and access, while remote and immersive environments can strengthen authenticity and practical skill development when combined with active learning, multimodal assessment, and strong instructional support. However, persistent limitations remain in psychomotor skill development, assessment validity, accessibility, and institutional readiness. The review concludes that no single modality is sufficient on its own; rather, a hybrid model that pedagogically integrates virtual, remote, immersive, and physical laboratory experiences offers the most defensible pathway for meaningful and sustainable engineering laboratory education.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US">Virtual laboratories</dc:contributor>
	<dc:contributor xml:lang="en-US">Online learning</dc:contributor>
	<dc:contributor xml:lang="en-US">Engineering education</dc:contributor>
	<dc:contributor xml:lang="en-US">Remote laboratories</dc:contributor>
	<dc:contributor xml:lang="en-US">Simulation-based learning.</dc:contributor>
	<dc:date>2026-10-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/39538</dc:identifier>
	<dc:identifier>10.11591/ijere.v15i5.39538</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 15, No 5: October 2026; 3857-3869</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v15i5</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/39538/15295</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Hamza Abu Owida, Areen Arabiat</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>