Assessment of accessibility in virtual laboratories: a systematic review

Abstract

In an era of rapid evolution in educational technologies, Virtual Labs (V-Labs) have emerged as a promising solution, fundamentally altering how learners engage with scientific concepts and experiments. Despite their potential, ensuring their effectiveness and inclusivity in terms of accessibility to diverse students remains a challenging task. Currently, there is limited insight into the accessibility of V-Labs, a gap that our study aims to address. This study seeks to ascertain the effectiveness of V-Labs in terms of accessibility and inclusivity. We synthesized empirical studies, reviewing 36 articles published between 2000 and 2023. Of these articles, 69% of the studies were conducted in higher education and covered a wide range of learning environments. Our study revealed that 47.3% of the studies focused on various engineering subjects. Our findings provide insight into V-Labs’ accessibility from four key perspectives: (a) students with limited abilities, (b) diverse cultural and linguistic backgrounds, (c) instructional design features and content availability, and (d) interaction supporting features. We also identified existing gaps in the accessibility of the V-Labs from the four perspectives. Furthermore, we examined the assessment methods of V-Labs, shed light on the aspects that are evaluated, and underscored the need for future work on assessment strategies.