Diseño de Laboratorios Virtuales como Recurso Innovador para la Enseñanza Experimental de la Química en Contextos Híbridos o Virtuales

This article examines the implementation of virtual laboratories as an innovative resource for experimental chemistry teaching in hybrid or virtual contexts, specifically in public high schools in Chimborazo, Ecuador. The research addresses the problem of limited access to hands-on laboratory experiments due to infrastructure and resource constraints, proposing virtual labs as an effective pedagogical alternative. Using a mixed-methods (quantitative-qualitative) approach with a quasi-experimental design, the study evaluated the impact of these tools on academic performance and student perceptions among 100 participants, comparing intervention and control groups. Results showed significant learning gains (+7.4 points vs. +2.3 in control group, p<0.001) and high student acceptance (92% perceived usefulness), though technical challenges related to rural connectivity were identified. The study is theoretically grounded in the Technology Acceptance Model (TAM) and contributes to existing literature by providing empirical evidence on the feasibility of these tools in vulnerable educational contexts. It concludes that virtual laboratories are valuable resources for democratizing science education, though they require contextual adaptations and equitable technology access policies.