Remote learning has advanced from the theoretical to the practical sciences with the advent of virtual labs. Although virtual labs allow students to conduct their experiments remotely, it is a challenge to evaluate student progress and collaboration using learning analytics. So far, a study that systematically synthesizes the status of research on virtual laboratories and learning analytics does not exist, which is a gap our study aimed to fill. This study aimed to synthesize the empirical research on learning analytics in virtual labs by conducting a systematic review. We reviewed 21 articles that were published between 2015 and 2021. The results of the study showed that 48% of studies were conducted in higher education, with the main focus on the medical field. There is a wide range of virtual lab platforms, and most of the learning analytics used in the reviewed articles were derived from student log files for students’ actions. Learning analytics was utilized to measure the performance, activities, perception, and behavior of students in virtual labs. The studies cover a wide variety of research domains, platforms, and analytical approaches. Therefore, the landscape of platforms and applications is fragmented, small-scale, and exploratory, and has thus far not tapped into the potential of learning analytics to support learning and teaching. Therefore, educators may need to find common standards, protocols, or platforms to build on each others’ findings and advance our knowledge.