Traditional engineering education cannot effectively respond to the demand for talents in the construction of smart cities. The application of digital twin technology in education is mostly based on case studies and lacks empirical tests. This study takes the practical teaching of a project-based course on smart city parks as an example to explore the action intention of graduate students to use digital twin technology consistently, and to provide a theoretical basis and teaching practice guidance to promote the rational application of digital twin technology in engineering education. This study set up a quasi-experimental design through the digital twin learning system, grouping 24 graduate students with 4 faculty members. The experimental group is digital twin-assisted practical teaching, and the control group is traditional teaching method, the experimental cycle is 12 weeks, and the total lesson time is 24 h. Secondly, combined with UTAUT2 model and TTF theory, the variable factor hypothesis was adopted as the scale design means, and the experimental validity was improved through questionnaire data analysis. Meanwhile, the influencing factors in the use of digital twin platform were recorded in detail through the process of data collection, data processing and modeling, as well as the application practice of digital twin platform. Finally, the results of the comprehensive survey data show that the graduate students in the experimental group are significantly better than the control group in terms of self-confidence, skill enhancement, learning outcomes, and learning experience. All these results provide information for course teaching practice, training professional teaching teams, optimizing innovative teaching paths, and promoting the cultivation and delivery of smart city technology talents.
