Exploring the Relationship of Cognitive Load and Trust in Human-AI Educational Interactions in Higher Education

Abstract

This study examines the relationships among cognitive load, trust, and design characteristics in human–AI educational interactions within higher education settings. It investigates how the intensity of AI tool usage affects cognitive load, the moderating role of user trust, and the influence of design features on user experience. Data were collected from 354 higher education participants, who were assessed for their frequency of AI tool use, cognitive load, trust in AI systems, and perceptions of design features. Participants were grouped as high AI users (n = 137) and low AI users (n = 217). High AI users reported significantly greater usage intensity than low AI users, with a large effect size observed. Trust emerged as a key moderating variable. Among participants with lower trust levels, increased AI use was associated with higher cognitive load. However, no such correlation was found among those with high trust in the technology.

Ähnliche Arbeiten