A Study on Teacher Satisfaction in Simulated Classrooms for Preschool Education Majors in Higher Vocational Colleges in Beijing
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v6i4.4299
Abstract
This study focuses on preschool education majors in higher vocational colleges in Beijing, targeting teachers utilizing simulated classrooms. It investigates the impact of Virtual Reality (VR) technology on teacher satisfaction. Grounded in Self-Determination Theory (SDT) and Cognitive Load Theory (CLT), a quantitative research approach was employed, involving questionnaire surveys with 250 preschool education teachers from 5 higher vocational colleges. The research analyzes the direct impact of different types of VR technology (360° video, immersive VR, etc.) on teacher satisfaction, alongside the mediating roles of learning immersion and cognitive load. Results indicate that VR technology application significantly enhances teacher satisfaction regarding teaching effectiveness, classroom engagement, and other aspects. Learning immersion and optimized cognitive load function as critical mediating variables. The study provides a theoretical foundation for designing simulated classroom teaching in preschool education and offers practical references for educators to optimize teaching practices and policymakers to refine educational technology application strategies.
Keywords
Higher Vocational Colleges; Preschool Education; Simulated Classroom; Teacher Satisfaction; Virtual Reality Technology; Learning Immersion; Cognitive Load
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[3]Liu, R., Wang, L., Koszalka, T. A., & Wan, K. (2022). Effects of immersive virtual reality classrooms on students' academic achievement, motivation and cognitive load in science lessons. Journal of Computer Assisted Learning, 38(5), 1422-1433. https://doi.org/10.1111/jcal.12688
[4]Kye, B., Han, N., Kim, E., Park, Y., & Jo, S. (2021). Educational applications of metaverse: possibilities and limitations. Journal of educational evaluation for health professions, 18. https://doi.org/10.3352/jeehp.2021.18.32
[5]Hincapie, M., Diaz, C., Valencia, A., Contero, M., & Güemes-Castorena, D. (2021). Educational applications of augmented reality: A bibliometric study. Computers & Electrical Engineering, 93, 107289. https://doi.org/10.1016/j.compeleceng.2021.107289
[6]Zhou, Y. (2024). The Current Status of the Application of “Simulated Classroom Teaching” in the Activity Design Course for Pre-school Education in Higher Education. The Educational Review, USA, 8(2). http://dx.doi.org/10.26855/er.2024.02.004
[7]Oiwake, K., Komiya, K., Akasaki, H., & Nakajima, T. (2018, October). VR classroom: Enhancing learning experience with virtual classrooms. In 2018 Eleventh International Conference on Mobile Computing and Ubiquitous Network (ICMU) (pp. 1-6). IEEE. https://doi.org/10.23919/ICMU.2018.8653607
[8]Han, J., Zheng, Q., & Ding, Y. (2021). Lost in virtual reality? Cognitive load in high immersive VR environments. Journal of Advances in Information Technology, 12(4). https://doi.org/10.1109/VR50410.2021.00090
[9]Huang, C. L., Luo, Y. F., Yang, S. C., Lu, C. M., & Chen, A. S. (2020). Influence of students’ learning style, sense of presence, and cognitive load on learning outcomes in an immersive virtual reality learning environment. Journal of Educational Computing Research, 58(3), 596-615. https://doi.org/10.1177/0735633119867422
[10]Li, C. H. (2023). Instructional Design, Learning Satisfaction, and Learning Outcome in a Virtual Reality Learning Environment Aimed at Improving the Cognition of Computer Hardware Components. International Journal of Engineering & Technology Innovation, 13(2). https://doi.org/10.46604/ijeti.2023.10247
[11]Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.1207/s15516709cog1202_4
[12]Du, W., Liang, R. Y., & Liu, D. (2022). Factors influencing school teachers’ continuous usage intention of using VR technology for classroom teaching. Sage Open, 12(3), 21582440221114325. https://doi.org/10.1177/21582440221114325
[13]Sciberras, M., & Dingli, A. (2023). Research philosophy—Pragmatic paradigm. In Investigating AI readiness in the Maltese public administration (Vol. 568, Lecture Notes in Networks and Systems). Springer. https://doi.org/10.1007/978-3-031-19900-4_7
[14]Turner, P., & Turner, S. (2009). Triangulation in practice. Virtual Reality, 13, 171-181. https://doi.org/10.1007/s10055-009-0117-2
[15]Takona, J. P. (2024). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Qualitative Quantitative, 58, 1011-1013. https://doi.org/10.1007/s11135-023-01798-2
[16]Taherdoost, H. (2016). Sampling methods in research methodology: How to choose a sampling technique for research. International Journal of Academic Research in Management (IJARM), 5. https://hal.science/hal-02546796/
[17]Wen, Z., & Ye, B. (2014). Analyses of mediating effects: The development of methods and models. Advances in Psychological Science, 22(5), 731-745. https://doi.org/10.3724/SP.J.1042.2014.00731
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