In order to clarify the application effect of virtual reality technology in the youth science education classroom, this paper improves the Flanders Interaction Analysis System (iFIAS), and uses it as the main analytical tool, supplemented by the S-T analysis method, the time-series analysis method, and the analogical analysis method, to develop an experimental program from the five dimensions of the teaching concept, the form of the teaching structure, the teaching activities, the teaching media, and the interaction of the teaching behavior. Then based on the virtual reality education ecology, a multimedia interactive youth science education model based on VR is constructed to help workers in science education improve their ability to design and develop science education resources using virtual reality technology. The results show that the interaction between teachers and students in the virtual reality science education model classroom is diversified, its interaction frequency is frequent, and the interaction structure is complete. The degree of multimedia interactive technology’s presentation of teaching content in the classroom is influenced by the teacher, and the overall performance is a teacher-led and student-led teaching structure. The learning effect of teenagers in science education classroom is affected by different multimedia interactive technology, such as science education classroom, students prefer to use the teaching video with dynamic background.
