@article{HU2026, 
author = {Yan HU and Zhi LIU and Zi-Yi ZHOU and Qian-Hui TANG},
title = {The Double Influence Mechanism of Digital Resources on Primary School Students' Attention——An Empirical Study Based on the National Smart Education Platform for Primary and Secondary Schools},
year = {2026},
journal = {Modern Educational Technology},
volume = {36},
number = {6},
pages = {104-113},
keywords = {digital resource, primary school students, attention, technical characteristic, environmental support, individual difference},
url = {https://www.sciopen.com/article/10.3969/j.issn.1009-8097.2026.06.011},
doi = {10.3969/j.issn.1009-8097.2026.06.011},
abstract = {During the process of promoting educational digitalization, digital resources exert both positive and negative effects on primary school students' attention, and resource adaptation is the key to practical implementation. Grounded in the attentional resource theory and cognitive load theory, this paper first proposed a three-dimensional analysis framework of “technology-environment-individual” that affected the attention of primary school students by integrating factors influencing students' attention. Subsequently, utilizing digital resources from the National Smart Education Platform for Primary and Secondary Schools, a questionnaire survey was conducted to explore the impacts of digital resources on primary school students' attention. Through the analysis of the questionnaire data, it was found that the interactivity and multimedia characteristics of digital resources served as core driving factors affecting primary school students' attention; environmental support played a mediating role between technical characteristics and attention; and notable grade differences existed, with lower-grade students more vulnerable to information overload. On this basis, the paper designed an impact model of digital resources on primary school students' attention. It indicated that the dual effects of technical characteristics relied on cognitive load regulation, and the mediating effect of environmental support affected the allocation of attentional resources, and individual differences were the regulatory factors for the efficiency of attentional resources. Relying on this influence model, the paper revealed the dual influence mechanism of digital resources on primary school students' attention: digital resources had a significant positive promotion and negative interference dual effects on primary school students' attention, and the final net effect depended on the dynamic balance of technical characteristics, environment support and individual differences. This research of the paper provided empirical evidence for the optimized design of smart educational resources and the guidance for primary school students' attention, and helped improve the quality and efficiency of digital teaching.}
}