<![CDATA[Background. Virtual laboratories allow repeatable procedural practice, while self-regulated learning (SRL) may be associated with achievement. Purpose. This study compared practical skills and cognitive knowledge for hands-on laboratory (HOL) practice integrated with a virtual laboratory (VRL) versus HOL supported by PowerPoint (PPT), and tested SRL and strategy × SRL effects. Method. This quasi-experimental 2 × 2 pretest-posttest study included 69 Chemical Engineering undergraduates at Tribhuwana Tunggadewi University (HOL + VRL, n = 36; HOL + PPT, n = 33). SRL was high for 40 and low for 29 students. Outcomes were analysed using MANOVA and univariate follow-up tests. Results. Pillai’s Trace showed multivariate effects of strategy, V = .341, F(2, 64) = 16.570, p < .001, and SRL, V = .552, F(2, 64) = 39.494, p < .001. Strategy effects were significant for cognitive knowledge, F(1, 65) = 16.504, p < .001, ?p² = .202, and practical skills, F(1, 65) = 21.540, p < .001, ?p² = .249. SRL effects were significant for cognitive knowledge, F(1, 65) = 52.500, p < .001, ?p² = .447, and practical skills, F(1, 65) = 38.125, p < .001, ?p² = .370. The strategy × SRL interaction was not significant multivariately, V = .001, F(2, 64) = 0.017, p = .984, or univariately (cognitive p = .906; practical p = .878). Conclusion. The use of virtual laboratory media positively contributes to students’ practical and cognitive learning outcomes in laboratory-based learning. Self-regulated learning also plays an important role in influencing students’ achievement. Therefore, the development and wider accessibility of virtual laboratory media are recommended to support more effective science learning in higher educatioDescriptive means favoured HOL + VRL across SRL levels. These findings require cautious interpretation because covariance/variance assumptions were not fully met and the analysed outcome metric must be confirmed.]]>
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