The achievement of learning goals in laboratory practicals depends on both extrinsic and intrinsic factors, and could be limited by laboratory time, incurred cost, safety, self-efficacy, inadequate prior preparation by learners and different learning styles. Besides, face to face laboratory sessions could be continuously interrupted as seen during the COVID-19 pandemic. Hence, virtual laboratory simulation (vLAB) may be an appropriate e-learning tool to overcome these restrictions. In this study, students' perception about the usefulness of vLAB was determined by using DNA gel electrophoresis and PCR as case examples. The perception of Year 2 and 3 health science undergraduate students’ (N=87) was studied using a questionnaire consisting of 12 items, rated on a 5-point Likert-scale. In addition, students experience and learning from the vLAB was further explored using qualitative analysis. Results showed that all participants perceived vLAB well, with a median score of 4(Agree for all items in the questionnaire. It provides a meaningful learning experience and an authentic environment where students feel safe to practice what they have learnt in lectures. Moreover, vLAB facilitates individualised learning and enhances selfefficacy among students. In conclusion, vLAB prepares students for physical laboratory sessions by activating the prehension dimension of the Kolb’s learning cycle, hence complementing and strengthening the attainments of health sciences laboratory learning goals and outcomes.