Virtual Reality Media in Ecology-Based Deep Learning: An

Educational Approach for Early Childhood

Yaswinda

and Windi Elsa Putri

Department of Early Childhood Teacher, Universitas Negeri Padang, Padang, Indonesia

Keywords: Virtual Reality (VR), Deep Learning, Ecology-Based Education, Forest Fire, Environmental Education.

Abstract: Early childhood is a golden age for children to explore information and experiences. Children need to

understand ecological-based themes, but unfortunately not all children can interact directly with their natural

environment. A medium is needed that can replace real objects or conditions. One alternative medium that

can replace real objects with the help of technology is virtual reality (VR) media. Deep learning approaches

can help children enhance their understanding and awareness of the importance of information or knowledge

in an enjoyable way. VR media can be one option to support ecology-based science learning. This research is

part of a development study using the ADDIE method, five phases: (1) analysis; (2) design; (3) development;

(4) implementation; and (5) evaluation. However, this article only presents the results of the analysis phase.

The research was conducted using a survey technique among teachers in Batam City. The research results

indicate that 47% of teachers strongly agree that virtual reality media can help develop early childhood

science. Additionally, 78% of teachers agree that this media does not pose a health risk to children. The

recommendation from this research is that the development of virtual reality media is needed to assist teachers

in developing early childhood science using a deep learning approach.

1 INTRODUCTION

The development of digital technology over the past

two decades has changed the paradigm of education,

particularly through the adoption of new technologies

such as Virtual Reality (VR), Augmented Reality

(AR), and Mixed Reality (MR) in the learning process

(Johnson & Lee, 2020). These technologies offer

immersive and interactive learning experiences,

enabling students to actively engage in simulations of

both real-world and virtual environments (Liu &

Zhang, 2021). In the context of science and

technology education, this approach aligns with the

demands of 21st-century learning, which emphasises

critical thinking, collaboration, creativity, and digital

literacy (Bailenson, 2021).

However, the implementation of ecology-based

science learning still faces several challenges. First,

ecology education in schools is often theoretical and

lacks contextual experiences that can foster

environmental awareness (Smith & Johnson, 2021).

Second, limitations in learning media make it difficult

for students to understand the complex

https://orcid.org/0000-0002-5830-9209

interconnections between ecosystem components,

especially when studying environmental issues that

are not easily observable directly, such as forest fires,

pollution, or climate change (Davis & Thompson,

2023; Lee & Kim, 2020). Third, although the concept

of deep learning in education has been widely

discussed, its application still tends to focus on the

cognitive domain without integrating the affective

and psychomotor dimensions in a balanced manner

(Wang & Zhang, 2022).

One promising approach is the development of

deep learning-based learning media that utilise VR.

Models such as Deep Learning School (DLS)

demonstrate that the integration of digital technology

can support the achievement of didactic goals, build

21st-century competencies, and facilitate students'

career orientation (Chen et al., 2021). Previous

research has shown that VR can enhance learning

engagement, develop social skills, and aid in

mastering complex scientific concepts (Zhang &

Wang, 2020; Miller & Davis, 2019).

The advantage of VR over conventional media

lies in its ability to provide multisensory experiences,

Yaswinda, and Putri, W. E.

Virtual Reality Media in Ecology-Based Deep Learning: An Educational Approach for Early Childhood.

DOI: 10.5220/0014071000004935

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 203-208

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

203

visualise abstract phenomena, and create a safe

learning environment for exploration (Madanipour &

Cohrssen, 2020; Park & Choi, 2018). In ecology

education, VR can present simulations of forest fires,

species interactions, and ecosystem changes in real-

time, enabling students to understand the impact of

human actions on the environment more deeply (Lee

& Kim, 2022; Davis & Thompson, 2023).

Although the literature on VR in education has

grown rapidly, there is a research gap regarding the

integration of VR with ecology-based deep learning

approaches, particularly at the early childhood and

primary education levels. Most studies still focus on

the use of VR for general science or STEM learning,

without directly linking it to environmental

sustainability issues and the development of

ecological awareness from an early age (Zhao & Li,

2020; Liu & Zhang, 2022).

Therefore, this study offers a novelty in the form

of the design and implementation of VR learning

media that specifically combines deep learning

principles with ecological themes. This approach is

expected to bridge the gap between theory-based

science learning and contextually relevant real-world

learning experiences, while instilling environmental

sustainability values in students from an early age.

2 LITERATURE REVIEW

2.1 Virtual Reality Media in Early

Childhood Education

The use of Virtual Reality (VR) in early childhood

education is rapidly growing as an interactive

medium that can enhance children's engagement and

learning experiences. VR allows children to explore

virtual environments that mimic real-world situations,

such as playing in a park, conducting simple science

experiments, or exploring space without the risk of

danger (Henriksen et al., 2023). Several studies

indicate that VR can improve early literacy skills,

attention control, and social skills in preschool

children (Lukosch et al., 2025; Zhang & Wang, 2020).

Additionally, the development of virtual

laboratories for early childhood education enables

access to broader scientific resources without

logistical barriers (Kurniasih & Suryani, 2022). Other

innovations include the application of VR for simple

math quizzes as an interactive learning platform (Sari

& Santosa, 2023). This approach aligns with the

principles of experiential learning, which emphasises

active exploration, imagination, and multisensory

engagement (Madanipour & Cohrssen, 2020).

2.2 Deep Learning in Learning

The concept of deep learning in education refers not

only to artificial intelligence technology but also to a

learning approach that emphasises deep conceptual

understanding, knowledge transfer, and the

integration of critical thinking skills (Zawacki-

Richter et al., 2019). The application of deep learning

in early childhood has been shown to significantly

influence cognitive development, especially when

supported by digital technology (Wang & Zhang,

2022).

A study by Chen and Zhang (2021) shows that the

integration of augmented reality (AR) can support the

development of science competencies, problem-

solving, and creativity in preschool children.

Furthermore, precision education, which combines

statistical learning and deep learning, enables

personalised learning according to students' profiles

and needs (Liu & Zhang, 2022).

2.3 Ecology-Based Learning and

Natural Disasters

Ecology education from an early age plays a crucial

role in shaping environmental awareness and

environmentally friendly behaviour in the future

(Smith, J., & Johnson, M. 2021). VR can be used to

visualise environmental phenomena that are difficult

to access directly, such as forest fires, floods, or

climate change (Davis, B., & Thompson, R., 2020).

The study adanipour & Cohrssen (2023) even utilised

children’s drawings to understand emotional

responses to forest fires, while Nguyen, T., & Tran,

H, 2021) highlighted broader psychological

consequences.

The use of VR for disaster mitigation training,

such as the difference in effectiveness between virtual

and video-based firefighting training, has also been

explored (Lee, J., & Kim, H. 2021). Early detection

of natural disasters using deep learning, such as

smoke and forest fire detection, demonstrates the

potential for integrating AI technology to support

disaster education (Wang & Zhang ,2022).

2.4 Integration of VR and Deep

Learning

The integration of VR with deep learning presents

significant opportunities in 21st-century education.

VR provides an interactive learning environment,

while deep learning offers personalisation and

adaptability in learning (Bailenson, 2020). This

approach can combine cognitive, affective, and

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psychomotor learning into a single immersive

experience.

The application of this technology in primary and

secondary education has been proven to enhance

understanding of complex scientific concepts, such as

lunar phases (Chen & Zhang, 2021), and strengthen

children’s social-emotional aspects (Lee, J., & Kim,

H, 2021). However, research on the integration of VR

with ecology-based deep learning is still rare,

especially for young children.

2.5 Research Gap

Most literature focuses on the application of VR for

general STEM learning or children's health (Zhao, X.,

& Li, Y. 2023; Harrison, R., & McDonald, D, 2021),

while studies that specifically combine VR, ecology-

based learning, and deep learning approaches are still

limited. Few studies have explored how this

technology can foster ecological awareness from an

early age through pedagogically designed immersive

learning experiences. This research gap is what this

study aims to address.

3 METHOD

A Research and Development (R&D) approach was

used based on the ADDIE instructional design model,

which includes five sequential phases, namely

Analysis, Design, Development, Implementation, and

Evaluation (Branch, 2009). The ADDIE framework

was selected due to the systematic nature, making it

highly suitable for the development of innovative

learning media (Molenda, 2015).

The development process followed the five stages

of the ADDIE model at Figure 1.

The research in this article focuses on the first

stage of the ADDIE model, namely the analysis stage.

At this stage, researchers analyse the needs of

teachers in Batam City regarding the use of virtual

reality media in early childhood education.In the

analysis phase, data were collected through a

literature review to examine the importance of media

VR dalam EC science learning, the relevance of

ecology-based content. This review will support

learning innovation, validate performance gaps,

determine appropriate learning objectives, and

identify the resources needed for media development.

To complement the literature results, a needs analysis

was conducted by distributing Google Forms to EC

educators in Batam City. This step aimed to confirm

the characteristics of the target audience and identify

a suitable delivery platform.

Figure 1: ADDIE Model.

This study was conducted in the city of Batam

with 42 Kindergarten’s teachers. selected through

purposive sampling based on developmental

readiness and access to the basic technology required

for VR interaction. Teachers' responses to the use of

augmented reality-based science learning media were

measured using a teacher response questionnaire. The

questionnaire in this study was designed using a

Likert scale, namely:

Table 1: Likert Scale.

Description Score

Stron

ree 5

ree 4

neutral 3

disagree 2

Strngly agree 1

The results of the study on teachers' responses to the

importance of science learning media based on VR

were analysed using descriptive analysis, which

involves processing data formulated in the form of

words and images. Each response was calculated

using the formula:

p =

x 100%

P=Feasibility percentage

x = Number of answers score obtained

y= Number of highest score responses

100= Constant number

4 RESULT AND DISCUSSION

The results of the questionnaire distributed using

Google Forms to kindergarten teachers in Batam City

are presented in Table 2.

Virtual Reality Media in Ecology-Based Deep Learning: An Educational Approach for Early Childhood

205

Table 2.

No. Statements

Percenta

e of Answers

Strongl

y Agree

(%)

Agree

(%)

Disag

ree

(%)

VR applications with

educational features

offer an engaging

learnin

erience.

47.6 52.4 0

Well-designed VR

applications can

support early

childhood science

learning.

52.4 47.6 0

In this medium,

children can learn

new information

with the help of

interactions between

touch screens and

real objects.

38.1 57.1 4.8

VR has the potential

to be a source of

knowledge and

development for

children.

42.9 54.8 2.4

I would not use VR

media for children's

science development

if it were provided by

the kindergarten

where I teach.

2.4 24.3 83.3

I believe that this

media should not be

used for children

aged 4-6 years old.

2.4 16.7 81

This VR media

application is

expensive, so I am

not interested in

making it.

0 26.2 73.8

This VR app is

harmful to children's

health.

0 21.4 78.6

This VR application

is easy to create, so I

am interested in

using it.

11.9 71.4 16.7

If there is training for

creating VR learning

media, I am willing

artici

ate.

33.3 66.7 0

Based on the conditions in Table 2, it can be seen

that the design of VR learning media is urgently

needed by teachers in Batam to improve children's

knowledge of science learning. The design of VR

media, incorporating technology to enhance the

quality of early childhood education, as reflected in

the survey results for indicators 1, 2, 3, and 4, is

crucial. This is because VR media supports children's

science learning by capturing their interest, as

children can touch or feel as though they are in a real-

world environment. Therefore, engaging and

enjoyable media for children is highly necessary. The

results of this survey are consistent with research

reports (Madanipour & Cohrssen, 2020; Park & Choi,

2018), namely that the advantage of VR over

conventional media lies in its ability to provide a

multisensory experience, visualise abstract

phenomena, and create a safe learning environment

for exploration (Madanipour & Cohrssen, 2020; Park

& Choi, 2018).

The results of the survey of kindergarten teachers

in Batam City align as reflected in the survey results

for indicators 5.6.7, is crucial with the research

findings, indicating that the use of this field trip

method can incorporate virtual reality technology,

allowing students to participate in field trips without

physically travelling. The virtual field trip method

conducted through VR media can provide meaningful

learning experiences, enabling children to engage in

hands-on learning. (Justici, etc, 2023).

What is interesting about this study is that 78.6%

of teachers disagree with the statement that VR is

harmful to children's health. Furthermore, 100% of

teachers are willing to participate in training to

develop VR media. This shows the high enthusiasm

of teachers in Batam to deepen their knowledge of

technology-based media that can support teachers in

learning with a deep learning approach. This is in line

with previous research that shows an increase in

teachers' abilities and skills in using information

technology and internet-based learning media to

support the learning process (Sahronietc, 2020; Myori,

2019).

5 CONCLUSIONS

Ecological-based early childhood science learning is

implemented when teachers select themes that are

relevant to science material, such as My Environment,

Plants, Animals, and others. Science learning using

VR media and an e-learning approach will strengthen

early childhood science learning, helping children to

understand the material, especially related to ecology,

in a conscious and enjoyable way. Based on the

results of this study. The research results indicate that

47% of teachers strongly agree that virtual reality

media can help develop early childhood science.

Additionally, 78% of teachers agree that this media

does not pose a health risk to children.

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Recommendations this research: VR learning

media is proven to be choice learning. Therefore, the

author recommends that similar research be carried

out on other learning materials by adding a

combination of 3D images, videos and even

interactive animations.

ACKNOWLEDGEMENTS

We would like to express our gratitude to the

Research and Community Service Institute of Padang

State University for providing financial support in

publishing this article.

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