## 4 Content and Results of Research
### Results of Research  
#### 4.2.1 Results of the Experiment  
The researcher conducted independent sample \(t\)-tests using SPSS 22.0 software to analyze the measurement data, obtaining the means, standard deviations, and statistical results for both the experimental and control groups, as shown in Table 1. The results revealed that the experimental group outperformed the control group significantly in critical thinking, collaborative learning tendencies, cognitive load management, learning experience, and academic performance. Particularly, academic performance was notably superior in the experimental group. However, there were no significant differences between the two groups in terms of learning attitudes, motivation, and creative thinking tendencies. (1) Cognitive Load  
There was a significant difference in cognitive load between the experimental group and the control group, indicating that the digital twin system effectively reduces learners' cognitive load. By breaking down the project into multiple specific tasks, students can preview and understand relevant knowledge points in the digital twin learning system, thus reducing the burden of understanding complex concepts during class. For example, the courtyard landscape design subproject includes tasks such as plant selection and layout, soil improvement, and fertilization management. Students can preview the specific operations and principles of these tasks through the digital twin system, enabling them to grasp this knowledge more quickly in class. Moreover, the digital twin learning system provides learners with a realistic, manipulable, and continuously exploratory learning environment, making abstract knowledge and pictorial descriptions more concrete. This reduces the cognitive load associated with understanding textual and visual content. (2) Creative Thinking Tendency  
There was no significant difference in the inclination toward creative thinking between the experimental and control groups. The main reason for the lack of significant difference  
Figure 17: Project schedule for practical training in cultivation and maintenance of landscape plants. is that short-term experimental interventions may not fundamentally enhance learners' creative thinking. The students interviewed reported that using the digital twin system for learning indeed generated new ideas during the learning process. However, the emergence of creative thinking remained limited, which may be related to their usual learning experiences. Learning Experience  
There was a significant difference in learning experiences between the experimental group and the control group, with the digital twin system significantly enhancing students' learning experiences. Students simulate real-life situations in the virtual environment, repeatedly practice, and engage in interactive communication, thereby increasing their sense of participation and practical skills. For example, in courtyard landscape design, students use the digital twin platform for virtual landscape design and plan optimization, making learning more interesting and engaging. In contrast, traditional learning modes based on text and images do not provide learners with these conditions and opportunities. As a result, students have less effective participation, fewer practice opportunities, and insufficient communication scenarios. There was a significant difference in critical thinking between the experimental group and the control group, indicating that the two groups exhibit notable differences in critical thinking under different teaching methods. The digital twin system, through real-time feedback and evaluation, helps students identify and correct errors promptly, fostering their critical thinking abilities. For example, during practical operations, students receive immediate feedback through the digital twin platform, allowing them to improve their plans and enhance their problem-analysis and -solving skills.