Abstract
Three-dimensional (3D) learning resources are increasingly being integrated into classrooms and becoming important teaching tools. Learning resilience is a crucial factor affecting learning outcomes. However, the impact of 3D learning resources on learning resilience has not been received sufficient academic attention. This study constructs a structural equation model based on the broaden-and-build theory and cognitive load theory to examine the impact of 3D learning resources on learning resilience. To examine the mechanism of this impact, including the mediating roles of positive emotion and cognitive load, we collected 963 valid questionnaires from college students in Shandong Province, China. The results indicate that 3D learning resources are significantly positively correlated with positive emotion and learning resilience and negatively correlated with cognitive load. Moreover, cognitive load is negatively correlated with learning resilience. Positive emotion and cognitive load serve as mediators in the relationship between 3D learning resources and learning resilience. Therefore, developing high-quality 3D learning resources, cultivating positive emotions among students and reducing cognitive load can enhance college students’ learning resilience and mitigate academic risks.
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