In studies conducted in the last 30 years, different types of virtual labs were applied to different study groups using very different methods and techniques. The aim of this study is to evaluate the virtual labs used in teaching physics in terms of the purpose of use, working groups, methods, and techniques using the content analysis method based on a literature review conducted. The results of the application, which is aimed at the selection and use of virtual physics lab programs that offer very different designs, scopes, and means of application and at the adaptation of such programs to the target audience by educators, as well as at provision of a means for measurement and evaluation, will be analyzed. By examining the data thus obtained in terms of the subject matter, method, and outcome, it will be possible to assist the parties who will utilize the virtual physics laboratory programs in teaching physics to use such programs with expected efficiency.
