IJIET 2025 Vol.15(8): 1752-1759
doi: 10.18178/ijiet.2025.15.8.2376
doi: 10.18178/ijiet.2025.15.8.2376
Virtual Reality for Early Childhood Education: A Technology-Driven Approach to Learning Arabic Alphabets and Numbers
Mohammad Al Khaldy1,*, Ameen Shaheen2, Wael Alzyadat2, and Aysh Alhroob2
1. Department of Business Intelligence and Data Analytics, University of Petra, Amman, Jordan
2. Faculty of Science and Information Technology, AL-Zaytoonah University, Amman, Jordan
Email: mohammad.alkhaldy@uop.edu.jo (M.A.K.); a.shaheen@zuj.edu.jo (A.S.); wael.alzyadat@zuj.edu.jo (W.A.); aysh@zuj.edu.jo (A.A.)
*Corresponding author
2. Faculty of Science and Information Technology, AL-Zaytoonah University, Amman, Jordan
Email: mohammad.alkhaldy@uop.edu.jo (M.A.K.); a.shaheen@zuj.edu.jo (A.S.); wael.alzyadat@zuj.edu.jo (W.A.); aysh@zuj.edu.jo (A.A.)
*Corresponding author
Manuscript received April 1, 2025; revised April 28, 2025; accepted May 16, 2025; published August 22, 2025
Abstract—The integration of Virtual Reality (VR) in early childhood education has garnered significant attention for its potential to enhance learning experiences. This study focuses on the development of a VR-based educational application for children aged 3 to 7, designed to improve learning outcomes and increase engagement in learning the Arabic alphabet and numbers. The application was developed using the Waterfall model, which provided a structured approach through the stages of analysis, design, coding, testing, and maintenance. A comprehensive survey was conducted to assess the application’s technical performance, design, content, and overall user experience. The results indicate that the application successfully motivates children to learn in an engaging and interactive VR environment. It demonstrated effective functionality on highperformance mobile devices and tablets. However, performance issues were noted on lower-end devices, with slower load times and occasional lag, highlighting the need for device optimization in future versions. Additionally, while the app’s VR capabilities were praised, a non-VR version could improve accessibility for children without VR headsets. This study contributes to the development of innovative educational tools that combine immersive technology with early childhood learning. Future iterations will focus on enhancing device compatibility, accessibility, and exploring long-term educational impacts. This research lays the foundation for further advancements in VR applications for educational purposes, particularly for young learners.
Keywords—virtual reality, education, childhood learning, interactive applications, Arabic language
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—virtual reality, education, childhood learning, interactive applications, Arabic language
Cite: Mohammad Al Khaldy, Ameen Shaheen, Wael Alzyadat, and Aysh Alhroob, "Virtual Reality for Early Childhood Education: A Technology-Driven Approach to Learning Arabic Alphabets and Numbers," International Journal of Information and Education Technology, vol. 15, no. 8, pp. 1752-1759, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).