Augmented reality-based fine arts education experiences and adolescents' perceived reduction in depressive symptoms: a self-report study of associations with psychological resilience, rumination, and emotional regulation.

内容摘要

As depressive symptoms among adolescents continue to rise, increasing attention has been directed toward educational contexts that may support psychological well-being. Augmented reality, characterized by immersive, interactive, and multisensory affordances, has been increasingly incorporated into fine arts education. However, it remains insufficiently understood how adolescents' perceived AR-based fine arts education experiences are associated with psychological resilience, emotional regulation, perceived reduction in rumination, and perceived reduction in depressive symptoms. Using post-course self-report questionnaire data from 518 Chinese adolescents, this study tested a cross-sectional associational model with structural equation modeling, without making causal or clinical claims. The empirical results indicate that adolescents' perceived AR-based fine arts education experiences were positively associated with self-reported perceived reduction in depressive symptoms. Additionally, these experiences were positively associated with self-reported psychological resilience and perceived reduction in rumination. Self-reported psychological resilience and perceived reduction in rumination were positively associated with self-reported emotional regulation, and this regulation was positively associated with self-reported perceived reduction in depressive symptoms. These findings support a correlational psychological model linking perceived AR-based fine arts education experiences with adolescents' self-reported psychological perceptions and perceived reduction in depressive symptoms. Theoretically, this study contributes to the literature on arts education, educational technology, and adolescent mental health. Practically, the findings suggest that immersive art-learning environments may be perceived by adolescents as supportive contexts for psychological resources. The innovation of this study lies in reframing AR-based fine arts education experiences as psychologically meaningful educational experiences associated with adolescents' self-reported psychological perceptions.