A Study on Teacher Satisfaction in Simulated Classrooms for Preschool Education Majors in Higher Vocational Colleges in Beijing

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.