Analysis of the Use of Virtual Reality as a Means to Optimize Empathy and Social Interaction in Early Childhood

Empathy and social interaction are critical social-emotional aspects to be stimulated in children aged 5–6 years, yet increasing gadget use and excessive screen time threaten their development. This study aims to describe and analyze the role of Virtual Reality (VR) in optimizing empathy and social interaction among children aged 5–6 years through direct hands-on practice in kindergarten. This qualitative case study collected data through direct observation during and after VR sessions, in-depth interviews with classroom teachers, and documentation. The findings indicate that VR appears to stimulate cognitive and affective empathic responses, as reflected in spontaneous emotional expressions, verbalization of characters' feelings, and prosocial behavior following the sessions. In terms of social interaction, children demonstrated active communication, cooperative behavior, and sustained group engagement during and after the sessions. Unlike previous studies on VR in early childhood education that focused on cognitive and language development, this study offers an empirical examination of VR in the social-emotional domain through direct implementation with kindergarteners. The findings suggest that VR holds potential as a social-emotional stimulation medium when integrated into guided, reflective learning activities.