Objective:

To investigate the associations between adolescents' perceived AR-based fine arts education experiences and their self-reported depressive symptoms, psychological resilience, rumination, and emotional regulation.

Approach:

• Study Design: Cross-sectional associational model using post-course self-report questionnaire data from 518 Chinese adolescents.
• Methodology: Structural equation modeling was employed to analyze the relationships among the variables.

Key Findings:

• Perceived AR-based fine arts education experiences were positively associated with self-reported reduction in depressive symptoms.
• These experiences were positively associated with self-reported psychological resilience.
• Perceived reduction in rumination was positively associated with self-reported psychological resilience.
• Self-reported emotional regulation was positively associated with perceived reduction in depressive symptoms.

Interpretation:

The study presents a correlational model linking perceived AR-based fine arts education experiences with adolescents' self-reported psychological perceptions and depressive symptoms.

Limitations:

• The study does not make causal or clinical claims.
• The sample is limited to Chinese adolescents, which may affect generalizability.

Conclusion:

The findings indicate that immersive art-learning environments may be perceived by adolescents as supportive contexts for psychological resources.