## 1 Introduction
[19], through a case study of a digital twin framework in smart manufacturing, found that learners could achieve consistent learning experiences and knowledge transfer between digital twin and physical learning environments, with learning behaviors in the digital twin being recorded and synchronized with their physical counterparts. However, these studies often focus on showcasing the potential and application scenarios of digital twin technology, lacking detailed descriptions of specific teaching models and the systematic evaluation of student learning outcomes during application. To address these gaps, this study employs empirical research methods, designing teaching models systematically and comprehensively assessing student learning outcomes to explore the application of digital twin technology in engineering education. Meanwhile, engineering education generally adopts project-based learning (PBL) [20]. This teaching method encourages students to engage in group collaboration to solve complex and challenging problems from the real world or to complete tasks derived from real-world experiences that require deep thinking [21]. Through this process, students gradually acquire knowledge, develop transferable skills, cultivate thinking patterns, and gain practical abilities. [PERSON] et al. [22] suggest that technology-supported PBL can significantly enhance students' learning outcomes and engagement compared to traditional PBL methods. [PERSON] et al. [23], through experimentation, confirmed that PBL integrated with virtual reality technology significantly improves students' independent thinking and collaborative inquiry levels while also noticeably increasing teaching efficiency. In summary, traditional engineering education faces several challenges that limit students' learning and skill development, such as the imbalance between virtual and real environments, stagnant practical operations, lack of reflective support, and the disconnect between online and offline environments. Specifically, in the field of landscape architecture, there is an inability to fully simulate realistic design and construction environments, hin dering students from engaging in practical scenarios and project operations. This directly impacts learners' educational outcomes and experiences. To address these issues, we developed a digital twin learning system to assist teachers in implementing a project-based teaching model in landscape architecture courses at a vocational high school in China. The system's effectiveness was validated in terms of learning experience, motivation, innovative thinking, and critical thinking. Additionally, we examined students' acceptance and the influencing factors of the digital twin learning system in similar engineering education courses. This research provides a solid foundation for the theoretical and practical application of digital twin technology in engineering education. It complements the practical application of digital twin technology in landscape architecture courses. This study aims to address the following three research questions:  
* How is the digital twin learning system applied in project-based courses in landscape architecture? * Can the digital twin learning system improve students' academic performance, critical thinking, cognitive load, learning experience, and other variables? * Do learners accept the digital twin learning system and influencing factors?