The paper focuses on the process that generates resistance to change in the experiment of an immersive and interactive 3D structure by students during their course. Our case study enables us to complete the redefinition of resistance given by Piderit (2000). Four levels of resistance can be identified: emotional, physical, cognitive and intentional responses. We will show that these four dimensions are complex because they could take a positive or negative appearance for the change recipients (students: cyber-fear or cyber-utopia).