Abstract
Abstract The use of digital technologies in education has been on the rise in recent years. This study examines the impact of virtual laboratories on student performance and motivation in chemistry classes. The study participants were students from several educational institutions in Kazakhstan who were randomly assigned to use either virtual laboratories or traditional learning methods. Data were collected through tests and self-report measures of motivation and mental well-being. Following the intervention, the mean knowledge score of the intervention group was 78.1 ± 5.8, and it was 64.3 ± 5.9 in the control group. The intervention group resulted in significant improvements from the scores of 4.2 and 3.1 in intrinsic motivation and amotivation to the scores of 6.3 and 2.1, respectively. The present findings can be used by chemistry teachers and educational institutions when integrating virtual laboratories into chemistry education as a means of improving student performance and motivation.