With rapid development of information technology, virtual simulation technology has gradually integrated into the teaching system of vocational colleges and has become an important means to improve teaching quality and effect. However, the existing teaching feedback mechanism is often single and lagging, and it is not easy to comprehensively and in real time reflect the teaching effect and students’ learning status. Therefore, this study aims to explore how virtual simulation technology can optimize the multi-level feedback mechanism in the information teaching of vocational colleges to realize the precise regulation and personalized guidance of the teaching process. Vocational colleges pay attention to cultivating practical skills, and virtual simulation technology can provide a working environment close to accurate, effectively making up for the shortcomings of traditional teaching. However, the lack of adequate feedback mechanism makes it difficult to maximize the teaching effect. This study constructed a multi-level feedback system based on virtual simulation technology, including three levels: real-time interactive feedback, phased evaluation feedback and comprehensive analysis feedback. In the experiment, we selected 1000 students and 50 teachers from three vocational colleges as the research objects and carried out a one-semester teaching practice. The experimental results show that after the introduction of a multi-level feedback mechanism, students’ academic performance has improved by 20% on average, their practical skills have improved by 25%, and their learning satisfaction has reached 90%. At the same time, teachers’ teaching efficiency has increased by 15%, and their teaching satisfaction has reached 95%. In addition, the accuracy rate of real-time feedback of the system reaches 88%, the accuracy rate of phased evaluation reaches 92%, and the accuracy rate of comprehensive analysis reaches 95%. Virtual simulation technology optimizes the multi-level feedback mechanism in information teaching of vocational colleges, which can significantly improve teaching and students’ learning effects, and provide strong support for innovation and development of vocational education.
Wang et al. (Thu,) studied this question.