INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 2022
Virtual Experiment–Based Kit as an Innovative Approach to Chemistry
Education for Secondary School Students
Chua Kok Yong, Syaza Hazwani Binti Zaini, Wong Kung Teck, Lian Tiau Seng
Faculty of Human Development, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak,
Malaysia.
DOI: https://dx.doi.org/10.51244/IJRSI.2025.1210000178
Received: 20 October 2025; Accepted: 28 October 2025; Published: 14 November 2025
ABSTRACT
The rapid growth of digital technology is reshaping science education, particularly in chemistry where laboratory
work is often constrained by cost, safety, and limited resources. These challenges are especially pressing in
Malaysian Independent Chinese Secondary Schools (MICSS), where many laboratories lack updated facilities
and technical support. This study sets out to design and evaluate a virtual experiment–based kit to supplement
chemistry teaching and learning. A quasi-experimental design will be carried out with about 30 Junior 3 students
in MICSS. Data will be collected through a Chemistry Knowledge Test, an Experimental Skills Test, and a
Student Feedback Questionnaire, analyzed using descriptive and inferential statistics, supported by qualitative
insights. Expected outcomes include stronger conceptual understanding, improved laboratory skills, and greater
interest in STEM learning. The study also seeks to highlight challenges in teacher readiness and technological
infrastructure, offering practical guidance for the effective integration of virtual experiments in MICSS
classrooms.
Keywords: Virtual Experiments, Chemistry Education, MICSS, Educational Technology, STEM, Artificial
Intelligence, Virtual Reality
INTRODUCTION
The rapid development of information technology has reshaped education in profound ways, introducing new
teaching methods and powerful tools for learning. One of the most significant innovations is the use of virtual
experiments, particularly in chemistry education. Virtual simulation platforms, such as the Obel Chemical Virtual
Simulation Experiment Software, are increasingly recognized as valuable teaching aids, providing safe and cost-
effective alternatives to traditional laboratory practices (Mai & Muruges, 2022).
This study not only explores how virtual experiments can be applied in secondary school chemistry but also sets
out to design and evaluate a virtual experiment–based kit specifically tailored for Malaysian Independent
Chinese Secondary Schools (MICSS). The initiative responds to well-documented challenges in conventional
chemistry teaching—shortages of equipment, safety risks, and the high cost of consumables (Md Hassan et al.,
2020; Yılmaz, 2023; “The Changes and Challenges of Educational Technology Innovation on the Role of
Teachers,” 2024).
Chemistry, as an experimental science, depends on students being able to observe and engage with reactions
directly. Yet, physical laboratory constraints often restrict such opportunities. Virtual experiments offer a
practical solution by creating an interactive and flexible environment where students can safely repeat procedures
without the limitations of equipment or materials (Abdullah, 2017). This approach is especially relevant in
Malaysia, where teenagers’ strong engagement with digital technology creates fertile ground for integrating
virtual learning tools into classrooms (Cha & Seo, 2018;Fischer-Grote et al., 2019).
In recent years, Malaysian teenagers have shown significant growth in their use of digital technology. According
to the Malaysian Communications and Multimedia Commission (MCMC) and Soh et al. (2012), Internet
penetration among Malaysian teenagers has reached more than 90 percent, particularly in urban areas, where
about 85 percent of teenagers have access to smartphones and tablets and spend an average of more than four
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hours a day on the Internet (Cha & Seo, 2018;Fischer-Grote et al., 2019; Haug et al., 2015; Malaysia: Daily
Screen Time Online by Activity 2022 | Statista). This shift in technology usage indicates that digital tools,
including virtual lab platforms, are well-positioned to resonate with students' learning habits and enhance their
engagement with science.
The shift was further accelerated by the COVID-19 pandemic, during which the Ministry of Education promoted
digital tools through initiatives such as the “MyDigital Programme” to ensure learning continuity during school
closures. Virtual laboratories played a central role, enabling teachers and students to continue conducting
experiments in an online setting while minimizing health and safety risks (Positioning Malaysia As A Regional
Leader In The Digital Economy: The Economic Opportunities Of Digital Transformation And Google’s
Contribution, 2021).
Therefore, this study aims
1. To analyze the major challenges and limitations of conventional chemistry laboratory teaching in
Malaysian Independent Chinese Secondary Schools (MICSS).
2. To identify the needs and opportunities for integrating virtual experiments as a supplementary approach
in MICSS chemistry education.
This study seeks to answer the following research questions:
1. How effective is the virtual experiment–based program in improving chemistry knowledge and
laboratory skills among MICSS students?
2. What are the perceptions and learning experiences of students using the virtual experiment–based
program compared to conventional laboratory methods?
This research carries particular significance because Malaysian Independent Chinese Secondary Schools
(MICSS) face resource limitations that are often more severe than those in public schools. Although many studies
have explored the use of virtual experiments in mainstream secondary education, very few have examined their
application within the MICSS setting. The novelty of this study lies in its focus on systematically designing and
evaluating a virtual experiment–based kit tailored to the realities of MICSS. At the same time, it considers how
emerging technologies such as Artificial Intelligence (AI), Virtual Reality (VR), and Augmented Reality (AR)
could further enrich chemistry learning experiences.
In essence, the problem addressed in this study is the lack of safe and effective opportunities for laboratory
practice in MICSS, largely due to financial and infrastructural constraints. The research gap lies in the absence
of empirical studies that demonstrate how virtual experiment kits can be purposefully designed, implemented,
and evaluated within this unique context. By filling this gap, the study aims to provide not only a practical
solution for MICSS but also a replicable framework for integrating digital innovations into chemistry education
more broadly.
Need for this study
Many Malaysian Independent Chinese Secondary Schools (MICSS) continue to struggle with laboratory-based
teaching due to financial limitations, outdated facilities, and the shortage of trained laboratory technicians. These
challenges not only raise safety concerns but also reduce students’ opportunities for meaningful hands-on
experience (Dong Zong Blueprint Consultation, 2017; Idris et al., 2023). In addition, the successful adoption of
Virtual Learning Environments (VLE) among teachers is strongly influenced by social factors, technological
support, and teacher self-efficacy. Adequate infrastructure, reliable internet access, and continuous professional
training are therefore essential for integrating digital tools effectively into teaching and learning (Ahmad et al.,
2023).
To address these constraints, the Malaysian government has encouraged the use of digital education and virtual
experiments. However, despite these efforts, STEM enrollment continues to decline, raising concerns about the
country’s future talent pipeline (Idris & Bacotang, 2023; Insufficient Graduates with STEM Skills May Impact
Industrial and Economic Growth, Says Mustapha). While virtual experiments provide a safe and cost-effective
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alternative, current research has not sufficiently examined how they can be systematically integrated with
traditional experiments to maximize learning outcomes (Nechypurenko et al., 2023). Without such a structured
approach, students may still fall short in developing essential laboratory skills, limiting their readiness for higher
education and careers in STEM fields.
BACKGROUND
Chemistry learning relies on both virtual and laboratory-based experiments, each offering distinct advantages.
Virtual experiments enhance flexibility, safety, and cost-effectiveness (Nechypurenko et al., 2023), hile
traditional laboratory experiments provide essential hands-on skills for scientific inquiry (Marinkovic et al.,
2022). However, the absence of dedicated laboratory technicians and insufficient safety training among teachers
has led many schools to avoid conducting high-risk experiments, such as those involving strong acids, organic
solvents, or combustion reactions(Idris et al., 2023).
To overcome these constraints, the Malaysian government has actively promoted digital education and
encouraged the adoption of virtual experiments in STEM education (Idris & Bacotang, 2023). Such tools
enhance accessibility, particularly in rural areas, and increase student engagement with scientific concepts
(Danmali et al., 2024). Nevertheless, despite these initiatives, science enrollment remains low, prompting
additional efforts through programs such as MySTEM(Statistik Pendidikan Tinggi 2023 : Kementerian
Pendidikan Tinggi).
MICSS face persistent financial and resource limitations, resulting in outdated laboratories and reduced
opportunities for hands-on practice (Dong Zong Blueprint Consultation, 2017). The shortage of qualified
teachers and inadequate safety measures further constrain experimental learning (Idris et al., 2023). Virtual
experiments can help mitigate these challenges by lowering costs (Zhang & Liu, 2023), enhancing safety,
enhancing safety (Hamed & Aljanazrah, 2020), and providing opportunities for repeated practice (Shana &
Abulibdeh, 2020). However, effective chemistry education requires a structured integration of both approaches.
While virtual experiments continue to expand, issues of affordability (Gao & Zhu, 2023) and teacher readiness
remain critical (Education Ministry’s RM100,000 Initiative to Integrate STEM Culture in Schools, 2024).
Moreover, emerging technologies such as Virtual Reality (VR) and Augmented Reality (AR) hold potential to
further strengthen their impact (Al-Ansi et al., 2023).
In summary, optimizing chemistry education in MICSS requires a balanced integration of virtual and laboratory-
based experiments. Successful implementation depends on adequate teacher training, pedagogical strategies, and
sustainable infrastructure to ensure both approaches complement each other in supporting STEM learning.
Educational technology theories and learning theories supporting virtual experiments
Several educational technology and learning theories provide a strong foundation for the use of virtual
experiments. The SAMR Model (Romrell et al.) describes technology integration in four progressive stages—
substitution, augmentation, modification, and redefinition. Applied to virtual chemistry experiments, this model
helps explain how digital tools can go beyond simply replacing traditional labs, enabling richer experiences such
as multi-variable testing and real-time simulations (Hamilton et al., 2016).
Mayer’s Cognitive Theory of Multimedia Learning(Mayer, 2010) emphasizes the value of combining text,
visuals, and interactive elements. Within a virtual lab, this multimodal approach supports deeper understanding
of abstract chemical concepts (Chong & Muzhou, 2024). Similarly, Constructivist Learning Theory (Prakash
Chand, 2023) highlights the importance of active engagement. By allowing students to manipulate variables, test
hypotheses, and receive instant feedback, virtual experiments create authentic learning opportunities(van Riesen
et al., 2018).
Meanwhile, Bloom’s Taxonomy (Anderson and Krathwohl Bloom’s Taxonomy Revised Understanding the
New Version of Bloom’s Taxonomy) provides a clear framework for cognitive development, moving from
remembering and understanding to higher-order skills such as analyzing, evaluating, and creating. Virtual
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experiments align well with this progression, as they encourage both conceptual mastery and problem-solving
(Abdinejad et al., 2021).
Finally, evidence from blended learning research in Malaysia suggests that integrating social interaction and peer
collaboration into digital platforms significantly increases student participation (Hanif et al., 2022). Extending
these principles to virtual chemistry experiments could further strengthen engagement and collaborative learning.
Challenges of conventional chemistry experiments
Traditional chemistry experiments face several obstacles that limit their overall effectiveness. Many schools
struggle with resource and equipment shortages, making it difficult to maintain fully equipped laboratories and
thereby restricting students’ opportunities for practical, hands-on experience (Gebremichael Alema et al., 2024).
Concerns about safety—particularly when handling hazardous chemicals or carrying out high-risk reactions—
also reduce the range of experiments that can be conducted ((Aliyo & Edin, 2023).
Time and space constraints within school schedules further limit students’ access to laboratory facilities, leaving
them with fewer chances to practice essential experimental skills (Teig et al., 2019). On top of this, a lack of
sufficient teacher training means that many educators are not fully equipped to guide students effectively through
experimental activities (Keskin Geçer & Zengin, 2015). Together, these barriers highlight the persistent
challenges that schools face in providing meaningful laboratory-based learning experiences.
Global adoption and application of virtual experiments
Virtual experiments provide a flexible, safe, and cost-effective alternative to traditional chemistry laboratories,
effectively addressing many of the challenges faced by schools. Around the world, several education systems
have already begun integrating virtual labs into their teaching practices with promising results.
In China, virtual experiments were officially introduced into the national chemistry curriculum in 2019, leading
to significant improvements in experimental learning, particularly in rural schools where resources are limited
(Zhang & Liu, 2023). In the United States, platforms such as PhET Interactive Simulations have been widely
used to strengthen students’ conceptual understanding of molecular interactions and chemical equilibria (Diab
et al., 2024). Finland has adopted an innovative approach by combining virtual experiments with gamification
and problem-based learning, encouraging higher-order thinking and creativity among students (Kupiainen, 2022).
Meanwhile, in Germany, the integration of Virtual Reality (VR) and Augmented Reality (AR) into virtual
laboratories has created immersive and interactive experimental experiences, bringing chemistry concepts to life
in new and engaging ways (Bullock et al., 2024).
The potential of virtual experiments in micss education reform
The integration of virtual experiments in MICSS is consistent with the goals of the Malaysia Independent
Chinese Secondary Schools Education Blueprint, which highlights the importance of technology in improving
learning quality. Research shows that technology-driven approaches encourage students to embrace challenges,
learn from mistakes, foster cooperative learning, and cultivate both personal responsibility and motivation to
succeed (Ghani et al., 2019).
Virtual experiments, in particular, promote self-directed learning by allowing students to explore and repeat
experiments at their own pace, strengthening their problem-solving abilities (Flegr et al., 2023). They also
stimulate creativity by enabling learners to independently design and manipulate experimental variables,
encouraging innovation in the learning process (Chen et al., 2024).
At the same time, virtual platforms create opportunities for collaborative learning. Students can work together
in digital environments, engaging in discussions, sharing results, and collectively interpreting findings (Aw et
al., 2020). As Termizi Borhan (2013) noted, group activities such as brainstorming, debating, and resource
sharing not only help students exchange ideas but also validate arguments and reach better solutions. These
examples illustrate how educational innovations like virtual experiments can meaningfully enhance teamwork
and improve learning outcomes.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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Challenges in implementing virtual experiments in micss
Despite their many benefits, several challenges continue to limit the full implementation of virtual experiments
in MICSS. One major barrier is technological infrastructure. Some schools, particularly those in rural areas, lack
the necessary hardware and stable internet connectivity to effectively support virtual laboratories (Dong Zong
Blueprint Consultation, 2017).
Another key issue is the lack of teacher training and digital literacy. Many educators are still unfamiliar with
integrating virtual experiments into their teaching practice, which reduces the likelihood of successful adoption
(Wohlfart et al., 2023). In addition, striking the right balance between virtual and physical laboratory work
remains a concern. While virtual experiments can replicate chemical processes and reactions, they cannot fully
substitute the practical skills gained from handling real equipment and materials, such as preparing reagents or
managing lab safety procedures (Chan et al., 2021).
Future directions and prospects for virtual experiments
The future of virtual experiments is expected to be shaped by rapid advancements in artificial intelligence (AI),
virtual reality (VR), and augmented reality (AR). AI-powered virtual laboratories can offer personalized learning
pathways and provide real-time corrective feedback, helping students stay engaged and improving their overall
learning outcomes (Amirbekova et al., 2023).
At the same time, VR and AR technologies add a new dimension of immersion, allowing students to observe
and interact with chemical reactions in three-dimensional simulations. This makes abstract concepts more
concrete and easier to grasp (Jagodziński & Wolski, 2015).
Beyond chemistry, interdisciplinary applications will further expand the potential of virtual experiments by
integrating concepts from physics, biology, and environmental science. Such cross-disciplinary approaches can
cultivate a broader and more connected understanding of science as a whole (Chansa Chanda et al., 2024).
Research Timeline
The project is expected to be completed within 20 weeks. The timeline is carefully designed to move step by
step from identifying the challenges of conventional chemistry laboratory teaching in Malaysian Independent
Chinese Secondary Schools (MICSS) toward the design and proposal of a virtual experiment–based kit.
The first phase (Weeks 1–7) centers on analyzing the challenges and mapping the specific needs of MICSS,
which form the foundation and justification for virtual experiments. The second phase (Weeks 8–13) builds the
theoretical framework, refines the research objectives and questions, and ensures that the study remains aligned
with the identified challenges. The third phase (Weeks 14–17) focuses on the design and development of the
virtual experiment kit, serving as a direct response to the earlier findings. Finally, the last phase (Weeks 18–20)
details the research methodology, outlines the expected outcomes, and presents the conclusion together with
future directions.
This structure ensures that every stage of the study is logically connected, forming a coherent chain of Challenges
→ Need → Design & Development → Evaluation. Most importantly, it highlights that the design and
development of the virtual experiment kit are not abstract tasks, but a direct response to the real challenges and
needs faced by MICSS.
Week Activity Purpose / Link to Research Logic
1 Title Refinement Define research focus based on challenges in MICSS.
2–3 Introduction Drafting Establish background and highlight cabaran (limitations of laboratories,
safety issues, high costs).
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4–5 Identifying Challenges Review literature and consult relevant documents to analyze limitations
of conventional chemistry lab teaching.
6–7 Mapping Research Needs Translate identified challenges into clear needs and opportunities for
integrating virtual experiments in MICSS.
8–11 Background & Literature
Review
Consolidate theoretical foundation (SAMR, CTML, Constructivism,
Bloom’s Taxonomy) to justify the need for a virtual experiment kit.
12 Defining Research
Objectives & Questions
Ensure objectives directly address challenges and identified needs.
13 Theoretical Framework
Construction
Connect challenges with the framework guiding the design of the
virtual experiment kit.
14–
16
Designing the Virtual
Experiment Kit
Based on identified needs, propose features and structure of the kit.
17 Instrument Development Prepare Chemistry Knowledge Test, Experimental Skills Test, and
Student Feedback Questionnaire to support the evaluation of the
designed kit.
18 Methodology Drafting Detail quasi-experimental design with Junior 3 MICSS students (n≈30).
19 Expected Outcomes &
Discussion Draft
Frame outcomes as solutions to cabaran: improved knowledge,
laboratory skills, and STEM interest.
20 Conclusion & Future
Work
Summarize contributions and outline future directions, emphasizing
how challenges necessitated the design of the kit.
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