The aim of this study was to explore the impact of E-learning tools on university students' learning outcomes, with a particular focus on examining the mediating role of cognitive development using a cross-sectional research design, the study surveyed 500 graduate students from four different universities in Wuhan, Hubei Province, China. The data were analyzed using the Partial Least Squares Structural Equation Modelling (PLS-SEM) approach. The findings confirmed a significant positive relationship between the use of Elearning tools and students' learning outcomes, and between the use of e-learning tools and cognitive development. Additionally, cognitive development significantly impacted students’ learning outcomes. Importantly, cognitive development was found to mediate the relationship between the use of e-learning tools and students' learning outcomes. The study emphasizes the role of cognitive development in enhancing the effectiveness of e-learning tools and encourages their incorporation in university curricula.

Keywords : E-Learning Tools, Cognitive Development, Students’ Learning Outcomes.