This study aims to assess the effect of experiential learning coupled with thinking-based learning (TBL) pedagogy in developing higher-order thinking skills. We utilized OLabs, a virtual lab, as a mode of experiential electronic-learning for the topic "chemical reactions." Online experimental activities, embedded with thinking-based inquiries, were designed to propel the students toward higher-order thinking. Twelve school students (ninth grade), from Bengaluru, India, completed several online simulations, reflected on their observations, and were encouraged to think critically to justify their observations. We conducted a pretest and a post-test to assess the students' understanding before and after the intervention through virtual labs, respectively. Three forms of assessments were conducted (traditional grading, rubric-based assessment for higher-order thinking, and concept mapping) and each exhibited statistically significant improvement in students' scores. Our data suggested that virtual labs could be used as a mode of experiential learning to complement traditional classroom teaching for chemical reactions. Our results also showed that the intervention stimulated critical thinking skills among students. These findings and students' feedback showed us that an intervention through virtual labs has the potential to engage students effectively. The intervention can improve their academic performances and promote their higher-order thinking skills.