What’s in My House? Development of Meaningful and Joyful Digital

Learning Media for Early Childhood

Qonita Fardlillah

, Choirunnisa Nurul Latifa

and Yuni Eka Lestari

Department of Early Childhood Education, Muhammadiyah University of Surabaya, Sutorejo 59 Street,

Surabaya, Indonesia

Palur Kindergarten, Karanganyar, Indonesia

Keywords: Digital Learning Media, Fun and Immersive Learning, Early Childhood.

Abstract: This study aims to develop digital learning media in the form of an animated video titled "What's in My

House?" and to examine the implementation of digital learning media and integrate a fun and meaningful

approach for early childhood. This study uses Research and Development (R&D) with the ADDIE (Analyze,

Design, Develop, Implement, and Evaluate) model. The subjects were 5-6 year old children at the PKK

Kindergarten in Palur, Karanganyar. The results indicate that the digital learning media developed in the form

of the "What's in My House?" learning video can be used by teachers to support conscious, meaningful, and

fun learning, interactive, and contextual, and has a positive impact on children's development.

1 INTRODUCTION

The era of the Industrial Revolution 4.0 and the

current Society 5.0 era is characterized by rapid and

increasingly sophisticated developments in

information and communication technology. This era

has transformed the way people think, leading to

greater use of technology in their lives. Along with

increasingly sophisticated technological

developments, there is a demand for improved

knowledge quality through the use of technology

across all age groups, including early childhood.

Children are now growing up as a digital generation,

exposed to digital technology from birth. Early

childhood is in a golden age, a period of rapid growth

in various aspects of development, such as cognitive,

motor, social, emotional, and language (Nurhayati,

2020). To optimize this golden age, children need

appropriate stimulation through playful learning from

their surroundings. Good stimulation can be provided

by addressing every aspect of physical, motor,

cognitive, social, emotional, religious and moral

values, and language development appropriate to

their age.

In digital era, efforts to improve the quality of

learning in early childhood education (PAUD)

https://orcid.org/0009-0003-8659-9447

require the use of technology throughout the learning

process, including the role of teachers. The role of

teachers is crucial in designing and producing

innovative, relevant and popular digital learning

media that provide appropriate stimulation and

positively impact children. Innovative learning media

aims to increase the effectiveness and appeal of the

learning process for children of preschool age

(Arifudin, 2021). Digital learning media in early

childhood education is all forms of technology used

to support the teaching and learning process of

children (Suryani, 2023). There are various forms of

technology such as laptops, tablets, smartphones and

computers that can be used to create digital learning

media designed by teachers, including software

applications, digital games, animated videos,

interactive videos, interactive quizzes, augmented

reality (AR) and other multimedia content.

Media Several studies have been conducted on

digital learning media for early childhood. ABaCa

game-based learning media can improve early

literacy skills in children aged 5-6 years, particularly

in terms of phonological awareness, reading

comprehension, and letter and word recognition

(Nirwana, 2021). Digital game-based learning has a

positive impact on children's learning (Behnamnia,

2023). Meanwhile, a common phenomenon is the

108

Fardlillah, Q., Latifa, C. N. and Lestari, Y. E.

What’s in My House? Development of Meaningful and Joyful Digital Learning Media for Early Childhood.

DOI: 10.5220/0014070300004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 108-118

ISBN: 978-989-758-788-7; ISSN: 3051-7702

limited implementation of early childhood learning,

particularly the use of digital learning media in rural

educational institutions. Based on initial

observations, the PKK Kindergarten in Palur,

Karanganyar, lacks the ability of teachers to create

enjoyable and meaningful digital learning media that

are implemented in the learning process. In terms of

learning strategies, learning activities remain

monotonous, with only student worksheets,

magazines, and reading, writing, and counting

activities without media, making children reluctant to

participate.

Learning can take place in a fun and meaningful

way through the role of digitalization of education

through the use of digital technology, making it easier

for children to understand the material presented by

teachers. Digital media technology can encourage

children to be more verbally expressive through

storytelling (Tang, 2024). Furthermore, it has

encouraged the birth of various innovative

approaches in the teaching and learning process that

can increase children's interest during learning

activities. Efforts to integrate the role of technology

in learning in the digital era require innovation in

digital learning media for early childhood through a

fun and meaningful approach that can be applied

specifically in early childhood education institutions

in rural areas to make the learning process more

enjoyable, meaningful, and appropriate to the child's

developmental stage. Therefore, the current research

aims to develop digital learning media in the form of

an interactive learning video "What's inside my

house?" that can be used by early childhood to

stimulate various aspects of child development such

as cognitive, language, motor, and social-emotional.

2 RESEARCH METHODS

This study uses the Research and Development

(R&D) type of development research with the

ADDIE model (Analyze, Design, Develop,

Implement and Evaluate) (Sugiyono, 2016). The

ADDIE model includes (1) Analyze: Analysis of

teacher and child needs, curriculum, and available

technology. (2) Design: learning video content

“What’s in My House?” using visual, audio, and

interactivity elements. (3) Develop: creating a

prototype of an existing learning video with the help

of a laptop and the Canva application but using the

theme “What’s in My House?” in stimulating the

developmental aspects of children aged 5-6 years. (4)

Implement: implementing the learning video “What’s

in My House?” for ages 5-6 years at the Palur PKK

Kindergarten. (5) Evaluate: evaluating the

implementation of the product. The implementation

of the learning video “what’s in my house” was

carried out by integrating a fun and meaningful

approach for early childhood. The research subjects

were 15 students aged 5-6 years at the Palur PKK

Kindergarten. Data was collected using observation,

interviews, checklists, then analyzed quantitatively

and qualitatively based on the results of expert media

material tests.

3 DISCUSSION

Result

Based on the research results, researchers developed

digital learning media in the form of interactive

game-based learning videos with an environmental

theme and a sub-theme of home. This learning video

is specifically for students aged 5-6 years, totaling 15

children at Palur Karanganyar Kindergarten, with the

topic "my home." The video contains educational

materials about the rooms in the house, namely the

family room, bedroom, kitchen, and bathroom, as

well as the objects in those rooms in Indonesian

language. In each game menu there will be a pause

for children to think, and at the end of the game, an

explanation will be given to always keep the house

clean.

Analyze

At this stage, an initial observation analysis is

conducted to assess the learning process, child

development, and media used. The purpose of the

analysis is to determine the digital learning media

needs of children aged 5-6 years

Table 1: Initial needs analysis.

Aspects analyzed Indicator

The need for video-

based digital learning

media has not been met.

Teachers' limitations in

preparing/designing

enjoyable and meaningful

ital learnin

media.

The suitability of the

material to the ongoing

theme.

The material needs to be

adapted to the child's

needs by integrating all

ects of develo

ment.

Lack of interest in

learning among children

Learning methods are still

conventional

Availability of

technological devices in

schools

Laptops are available but

use is limited to school

administ

ation needs.

What’s in My House? Development of Meaningful and Joyful Digital Learning Media for Early Childhood

109

Based on this analysis, digital learning media based

on learning videos is needed at the Palur PKK

Kindergarten.

Design

In this video design, Indonesian language is used

because the students at the Palur PKK kindergarten

still do not understand English language. The concept

for developing digital learning media in the form of

an interactive video lesson, "What's Inside My

House?", is a game-based learning video aimed at

introducing the spaces and objects found inside a

house in Indonesian language. The video not only

introduces the spaces and objects, but also explains

the function of each room in the house. The digital

learning media developed includes several elements

such as images, sounds, and words or sentences. The

following is a preview of the menu design for the

"What's Inside My House?" learning video:

(a)

(b)

(

)

(d)

(e)

(f)

Figure 1: Display of the interactive learning video menu

"what's in my house?" with Indonesian language.

Table 2: Design.

Design

Aspect

Indicator

Average

Score

Percentage

Suitability

of design to

learning

ectives

Material

according to

development

indicators

4,87 97,4%

Audio-

visual

appeal

Sound, color,

illustrations,

and layout.

4,80 96%

Clarity of

narrative

Simple

language,

easy for

children to

understan

4,73 94,6%

Integrasi

audio-

visual

Videos

contain

sound and

images to

support the

visualization

of the

material.

4,80 96%

Rata-rata 96%

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Develop

At this stage, digital learning media was developed in

the form of a video lesson titled "What's inside my

house?" assessed by media experts using a

questionnaire. The video was then revised based on

the media experts' suggestions, resulting in its

feasibility. This learning video stimulates multiple

senses, builds emotional engagement, and encourages

active interaction between children, teachers, and the

reading material. Furthermore, the learning video

concept also addresses various developmental

aspects, including:

3.1 Family Room

In the family room, there's a game menu for

distinguishing objects. In this menu, students can

operate interactive games such as:

a) If the item is not a living room item, it is

placed in the wrong section. This menu

displays items like pots and stoves.

b) If the item is a living room item, it is placed

in the correct section. This menu displays

items like sofas, TVs, and tables.

The developmental stimulation provided focuses on

cognitive development. In this section, students are

asked to name objects found in the living room. Then,

on the next slide, the types of objects are matched to

the "true" and "false" columns provided.

(a)

(

)

(c)

Figure 2: Family room or ruang keluarga (Indonesian

language).

3.2 Bedroom

In the bedroom section, a game menu is provided

explaining the function of the bedroom and the

objects found in the bedroom. In addition, there is a

game menu for guessing the names of objects in the

bedroom. In this menu, students can operate

interactive games such as:

a) A picture of a cupboard is displayed, followed

by the word "cupboard." In this menu, students

can spell the letters L-E-M-A-R-I (Indonesian

Languange) in the word "Lemari" (Indonesian

languange) or “Cupboard” (English language)

b) A picture of a pillow is displayed, followed by

the word "pillow." In this menu, students can

spell the letters B-A-N-T-A-L in the word

“BANTAL” (Indonesian language) or "pillow"

(English language)

c) A picture of a mattress is displayed, followed

by the word "kasur." In this menu, students can

spell the letters K-A-S-U-R in the word “kasur”

(Indonesian language) or "bed" (English

language)

The developmental aspect provided is language

development. In this section, students are asked to

guess the name of the object in the picture. Then, on

the next slide, a picture and corresponding word

appear, such as cupboard, pillow, mattress. In the

video there is also a voice inviting you to spell letters

into words, then students can follow along by spelling

the letters into words.

What’s in My House? Development of Meaningful and Joyful Digital Learning Media for Early Childhood

111

(

)

(b)

(c)

(

)

(

)

(

)

(g)

Figure 3: Bedroom or kamar tidur (Indonesian language).

3.3 Kitchen

In the kitchen or dapur (Indonesian language) area,

there's a game menu that explains the kitchen's func-

tions and the objects found there. There's also a game

menu for naming the objects in the kitchen. In this

menu, students can operate interactive games such as:

a) The word “Gelas” (Indonesian language) or

"Glass" is displayed, then connected with a line

to the image of the "Glass," and then explained

the function of the glass as a drinking utensil.

(a)

(

)

(c)

Figure 4: Kitchen.

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112

b) The word “pisau” (Indonesian language) or

"Knife" is displayed, then connected with a line

to the image of the "Knife," and then explained

the function of the knife in cutting food.

c) The word “kompor” (Indonesian language) or

"Stove" is displayed, then connected with a line

to the image of the "Stove," and then explained

the function of the stove in cooking.

d) The word “panci” (Indonesian language) or

"Pan" is displayed, then connected with a line to

the image of the "Pan," and then explained the

function of the stove in cooking soup.

The developmental aspects provided are cognitive

and language development. In this section, students

are asked to name the objects in the picture. Then, on

the next slide, a word and corresponding image

appear, such as stove, knife, glass, and pan. The video

also includes voice prompts to connect the words with

the images of fig.4.

3.4 Bathroom

In the bathroom area or kamar mandi (Indonesian

language), a game menu is provided explaining the

function of the bathroom and the objects found there.

In addition, there is a game menu for guessing and

counting the number of toothbrushes, soap, and

ladles, as objects found in the bathroom. In this menu,

students can understand interactive games such as:

a) A picture of three "Toothbrushes" or “sikat gigi”

(Indonesian language) plus two "Toothbrushes"

is displayed. In this menu, students can count the

total number of "Toothbrushes" displayed,

which is five toothbrushes.

b) A picture of two “ladle” or “gayung”

(Indonesian language) plus one "Ladle" is

displayed. In this menu, students can count the

total number of "Ladles" displayed, which is

three ladles.

c) A picture of one "Soap" or “sabun” (Indonesian

language) plus two "Soap" is displayed. In this

menu, students can count the total number of

"Soaps" displayed, which is three bars of soap.

(

)

(b)

(c)

(d)

(

)

(f)

(g)

Figure 5: Bathroom.

What’s in My House? Development of Meaningful and Joyful Digital Learning Media for Early Childhood

113

The developmental aspect provided is cognitive

development. In this section, students are asked to

name the number of objects in the picture. Then, on

the next slide, a picture of a toothbrush, ladle, and soap

appears. In the video there is also a voice inviting

students to count the matching pictures, then students

are invited to count the number of matching pictures.

4 IMPLEMENT

At this stage, after product trials were conducted

according to expert advice, the learning video "What's

inside my house?" was implemented for 15 children

aged 5-6 years at the Palur PKK Kindergarten. This

study aims to develop digital learning media in the

form of a learning video "What's inside my house?"

so that it stimulates various aspects of child

development such as cognitive, language, motoric,

and social-emotional. Based on the findings of

observations and teacher interviews, the following

results are presented.

4.1 Family Room

Observations of implementation in the field revealed

that when the teacher showed a learning video on the

family room menu, students were very enthusiastic

about the learning process. They were able to name

and differentiate objects in the family room. They

actively answered the teacher's questions due to the

teacher's engaging teaching methods.

(a)

(b)

Figure 6: Implementation of video viewing.

Meanwhile, interviews with teachers revealed:

"The children enjoyed playing the game.

They didn't think it was learning, even

though the video contained several

questions, which the children could answer

using animated images." (interview with

teacher SR).

"It was very enjoyable and helped the

children understand the parts of the house.

Some of the children were just learning about

the living room because they didn't have one

at home." (interview with teacher NI).

This demonstrates the visualization of the digital

learning media, which makes it easier for students to

understand the objects in the living room.

4.2 Bedroom

Observations of implementation in the field revealed

that when the teacher showed a learning video on the

bedroom menu, students were very enthusiastic about

participating in the learning process. Students were

able to name objects that matched the pictures.

(a)

(b)

Figure 7: Implementation of video viewing.

In addition, students also spelled letters to form words

that corresponded to the images. Teacher interviews

revealed that

"Introducing literacy through animated video

learning media provides a different learning

experience for children. Children are more

enthusiastic and motivated to learn to spell

and read the captions together, following the

audio from the video" (interview with

teacher SR).

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"Children are more familiar with their

immediate environment, especially their home,

and the various parts of the house, through

animated learning videos than through

worksheets" (interview with teacher NI).

This demonstrates that the visualization of images

and nouns encourages students to look at and read the

captions. In line with the above, it is explained that

digital learning media, especially in reading, has

transformed the conventional reading experience into

an immersive and interactive form through the use of

tools such as 3D videos and audiovisual animations

(Sun, 2025). In addition to introducing objects in the

bedroom, these learning videos can also be used to

introduce the uses of each object.

4.3 Bathroom

Observations of implementation in the field revealed

that when the teacher showed a video of the bathroom

menu, students were very enthusiastic about the

learning process. Students were able to name objects

that matched the pictures.

(a)

(

)

Figure 8: Implementation of video viewing.

Meanwhile, interviews with teachers revealed that

"After showing the video, when they saw a

picture of a ladle, the children immediately

counted the number of ladles in the picture

and then answered, counting together until

they were competing to answer" (interview

with teacher SR).

"If I gave them a worksheet with a counting

activity, the children quickly gave up and

were reluctant to write down the results"

(interview with teacher NI).

This indicates that students were enthusiastic about

this interactive video-based learning medium.

Students were very enthusiastic in answering the

questions in the video. This learning video made it

easier for children to understand the objects in the

bathroom, making it a real learning experience, even

though it was still in the form of visual images.

4.4 Kitchen

Observations of implementation in the field revealed

that when the teacher showed a video of the kitchen

menu, students were very enthusiastic about the

learning process. Students were able to name objects

that matched the pictures.

(a)

(

)

Figure 9: Implementation of video viewing,

Meanwhile, teacher interviews revealed that

"The children seemed enthusiastic in

answering questions in the interactive

learning video" (interview with teacher SR).

"Using laptops as learning media was very

enjoyable and increased the children's

interest in recognizing letters and objects

around the home, especially in the kitchen"

(interview with teacher NI).

This demonstrates that video-based digital learning

media can spark interest in learning and support

children's literacy and object-matching skills.

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115

Table 3: Implementation results.

Observation Indicator

Average

Score

Percentage

Children focus on following

the teachin

video

3,80 95%

Name the objects according

to the picture

3,60 90%

Active participation during

learning

3,73 93,25%

Counting objects according

to the

icture

3,80 95%

Evaluate

The evaluation phase is based on expert advice, which

is then implemented. These results lead to

suggestions such as adding sound or music if the child

has successfully answered the questions in the

learning video.

5 DISCUSSION

Based on the analysis and its relationship to the digital

era, which has opened up opportunities and

challenges in digital life for early childhood, the

digital era requires more complex thinking capacity

and cognitive skills, both in students and educators

(Mhlongo, 2023). One challenge refers to data

showing that 37.02% of children aged 1-4 years and

51.9% of children aged 5-7 years have access to the

internet (https://www.komdigi.go.id/). Given the high

rate of internet usage among children, this also

presents an opportunity to pay attention to the digital

content accessed and digital literacy assistance as part

of character education implemented in schools and at

home.

Starting in late 2024, the Indonesian Ministry of

Primary and Secondary Education has developed a

curriculum with a deep learning approach as a

conscious, meaningful, and enjoyable learning

approach integrated with the use of technology in

learning. The curriculum is more engaging with the

integration of video-based learning media, training

for teachers to optimize the use of video in learning,

and the importance of parents' role in supporting early

childhood learning motivation through a selection of

educational and relevant videos (Hudain, 2023).

Referring to the current government policy, namely

the deep learning approach in early childhood

education, the current research integrates the use of

technology in developing digital learning media

based on interactive video learning "What's inside my

house?" for children aged 5-6 at the Palur PKK

Kindergarten.

The development of digital learning media in the

current research was made using laptops or

smartphones with the help of the Canva application

by considering the content, context, and needs of

students. During its implementation, children

appeared enthusiastic about participating in learning,

especially when shown the learning video "What's

inside my house?". The creation of the learning video

was adjusted to the principles of learning media

design referring to several things, including 1) digital

learning media must be child-friendly, 2) digital

learning media must be of high quality in terms of

content, context, and usability, 3) the digital learning

media developed must be appropriate to students'

needs (Suryani, 2023). This is in line with research

findings showing that educational software and

applications can be developed into digital learning

media to attract children's interest in participating in

learning and understanding the concepts taught

(Susanti, 2019). Visual and audiovisual components

can help improve children's memory and

understanding of thinking concepts (Hudain, 2023).

By providing digital learning media accompanied by

elements of games, visual and audiovisual

animations, as well as parental guidance, children can

be happier and are able to stimulate aspects of child

development.

Forms of digital learning media suitable for early

childhood include interactive learning applications,

learning videos, educational games, simple 2D and

3D media, interactive audio and multimedia (Suryani,

2023). Referring to these forms, one of the learning

media developed in the current research is an

educational game-based learning video, such as

guessing objects found in the rooms of the house. The

development of digital learning media in the form of

an interactive learning video "What's inside my

house?" is a game that aims to introduce the spaces

and objects in the house. Here, not only introduces the

spaces and objects, but this learning video explains

the function of each room in the house, thereby

stimulating cognitive, language, and social-emotional

development. In line with the objectives of the current

research, information technology (ICT)-based

educational applications such as interactive games,

instructional videos, and digital teaching aids can

enhance children's cognitive development (Hilmiah,

2024). By utilizing technology packaged in this

game-based learning video, the learning process can

be more enjoyable and meaningful for children.

Digital technology serves as an effective

pedagogical tool to encourage and develop critical

thinking skills (Jodoi, 2021). The use of digital

learning media based on designed learning videos has

ICECE 2025 - The International Conference on Early Childhood Education

116

had a positive impact on the stimulation of children's

development through the use of technological tools

such as laptops or tablets for students at the Palur

PKK Kindergarten. This aligns with research findings

that children aged 3-5 years have the ability to access

technological devices such as laptops, smartphones,

or iPads, thus requiring attention to the impact and

applications specifically designed for early childhood

groups (Livingstone, 2020). The duration of

children's access to laptops, smartphones, or tablets

can increase with age. Research results show

differences in the influence of digital media use on

children's cognitive development (Pedrotti, 2024). A

28.7% negative impact on children's cognitive

development occurs when media use is unsupervised

by parents, accesses non-educational content, and

accesses for longer durations. Meanwhile, a 5.3%

negative impact occurs when media use is

accompanied by parents, uses educational content,

and uses media simultaneously with parents. This

leads to a negative relationship with attention and

working memory in children's cognitive

development. Likewise, the role of teachers in

teaching new learning materials developed through

the use of technology as a digital learning medium for

children is crucial.

The use of technology on children not only has

negative but also positive impacts. The positive

impact found in the results of the current study is that

researchers found that students at the Palur PKK

Kindergarten have followed the learning material in a

fun and meaningful way. Students more easily

understand the learning material through the display

of the learning video "What's inside my house?" They

better remember the rooms in the house and their

contents. In addition, this learning video becomes

more meaningful and provides new knowledge for

students after viewing this video. For example, during

the display of the learning video, several students said

that there is no living room in their house and they

now know the objects in the living room (interview

with teacher SR). By providing digital learning

media, children are also able to operate digital devices

independently, demonstrate spatial understanding of

object placement in applications, demonstrate

conceptual understanding of the material being taught

(Tang, 2024). Through the display of learning videos,

it has contributed to the involvement of children's

experiences and knowledge, behavior and emotions

related to the focus of knowledge, understanding of

content, increased motivation, and a fun and

innovative learning environment. Innovation in

digital learning media can be achieved through

engaging and meaningful learning, not only engaging

children but also fostering interest in learning,

enhancing conceptual understanding, and developing

cognitive, motor, social, and emotional aspects.

Digital learning media can train children to operate

digital devices independently, demonstrate spatial

understanding of object placement within

applications, and demonstrate conceptual

understanding of the material being taught. However,

when using animated video-based digital learning

media, the role of a mentor is essential, and social

interaction with others remains a crucial aspect to

consider.

6 CONCLUSIONS

Digital learning media designed based on interactive

learning videos "what's inside my house?" provides

material about rooms and their functions (family

room, living room, bedroom and bathroom), objects

in each room, in the video also includes sound and

images so that the learning video is more interesting

and interactive. The interactive learning video "what's

inside my house?" can stimulate various child

developments, namely cognitive, language and social

emotional. Students can better understand and

stimulate aspects of their development through

quizzes given such as distinguishing objects in the

family room, spelling letters to become nouns in the

bedroom, matching words with pictures and counting

the number of objects. Thus, the implications of the

game-based learning video "what's inside my house?"

can be a digital learning media used by teachers to

support conscious, meaningful and fun learning,

interactive, contextual, and have a positive impact on

developmental aspects.

ACKNOWLEDGEMENTS

The author would like to thank the research team, the

PKK Palur Kindergarten teachers who facilitated and

actively participated in the research.

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