Cognitive Load and AI-Assisted Learning in Thai Higher Education

A Structural Model Approach

https://doi.org/10.56741/IISTR.apsa.002179

Authors

Keywords:

AI-Assisted Learning, Cognitive Load Theory, Cultural Factors, Learning Outcomes, Student Engagement

Abstract

The integration of artificial intelligence (AI) in higher education has significantly transformed teaching and learning processes. While AI-assisted learning tools offer personalized feedback and adaptive learning environments, their cognitive implications remain underexplored, particularly in non-Western contexts. This study investigates the impact of AI-assisted learning on cognitive load and learning outcomes in Thai higher education. Using Cognitive Load Theory (CLT) as a framework, a quantitative approach with PLS-SEM was applied to data from 312 students. The findings indicate that AI-assisted learning reduces extraneous cognitive load while enhancing germane cognitive load. Student engagement mediates the relationship between cognitive load and learning outcomes, while cultural factors moderate AI usage effects.

Author Biographies

Rungchatchadaporn Vehachart, Thaksin University

is the Head of the Department of the Doctoral Program in Educational Administration at Thaksin University, Thailand. She serves as Editor of the Journal of Pedagogy and Education Science at IISTR. Her scholarly work has been widely published in reputable international journals, with research interests centered on educational leadership, administration, and policy. She is actively engaged in academic research, supervision, and editorial activities. (email: vahachart@gmail.com).

Ratna Yunita Setiyani Subardjo, Universitas Aisyiyah Yogyakarta

is a lecturer at the Psychology Department, University of Aisyiyah Yogyakarta, Indonesia. She graduated in the same area for a Doctoral degree at Universiti Kebangsaan Malaysia. She is interested in clinical psychology, cyberbullying, victimization, depression, suicide, forensic psychology, community psychology, and resilience. She is popular as a motivator, counselor, and psychologist. She is a peer reviewer in The Journal PLOS ONE, BMC Psychology, BMC Psychiatry, and Frontiers, indexing Scopus and WOS in Q1, PSIKIS Journal, etc. (email: ratnayunita@unisayogya.ac.id).

References

D. Burke and H. Crompton, ‘Exploring the Impact and Integration of Artificial Intelligence in Higher Education’, Artif. Intell. Appl. High. Educ., pp. 1–8, Sep. 2024, doi: 10.4324/9781003440178-1. DOI: https://doi.org/10.4324/9781003440178-1

R. Luckin, M. Cukurova, C. Kent, and B. du Boulay, ‘Empowering educators to be AI-ready’, Comput. Educ. Artif. Intell., vol. 3, p. 100076, 2022, doi: 10.1016/j.caeai.2022.100076. DOI: https://doi.org/10.1016/j.caeai.2022.100076

R. S. Baker and G. Siemens, ‘Learning Analytics and Educational Data Mining’, Camb. Handb. Learn. Sci., pp. 259–278, Apr. 2022, doi: 10.1017/9781108888295.016. DOI: https://doi.org/10.1017/9781108888295.016

D. Pal, M. D. Babakerkhell, B. Papasratorn, and S. Funilkul, ‘Intelligent Attributes of Voice Assistants and User’s Love for AI: A SEM-Based Study’, IEEE Access, vol. 11, pp. 60889–60903, 2023, doi: 10.1109/access.2023.3286570. DOI: https://doi.org/10.1109/ACCESS.2023.3286570

D. A. Aksoy, E. Kurşun, and O. Zawacki‐Richter, ‘Factors affecting the sustainability of open educational resource initiatives in higher education: A systematic review’, Rev. Educ., vol. 13, no. 1, Jan. 2025, doi: 10.1002/rev3.70029. DOI: https://doi.org/10.1002/rev3.70029

L. Fiorella and R. E. Mayer, Learning as a Generative Activity. Cambridge University Press, 2015. doi: 10.1017/cbo9781107707085. DOI: https://doi.org/10.1017/CBO9781107707085

P. Owens and J. Sweller, ‘Cognitive load theory and music instruction’, Educ. Psychol., vol. 28, no. 1, pp. 29–45, Jan. 2008, doi: 10.1080/01443410701369146. DOI: https://doi.org/10.1080/01443410701369146

T. van Gog, F. Paas, and J. Sweller, ‘Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement’, Educ. Psychol. Rev., vol. 22, no. 4, pp. 375–378, Oct. 2010, doi: 10.1007/s10648-010-9145-4. DOI: https://doi.org/10.1007/s10648-010-9145-4

W. D. Huang and T. Johnson, ‘Instructional Game Design Using Cognitive Load Theory’, Instr. Des., pp. 1586–1606, doi: 10.4018/978-1-60960-503-2.ch707. DOI: https://doi.org/10.4018/978-1-60960-503-2.ch707

M. Cui, Y. Li, and S. Wang, ‘Environmental Knowledge and Green Purchase Intention and Behavior in China: The Mediating Role of Moral Obligation’, Sustainability, vol. 16, no. 14, p. 6263, Jul. 2024, doi: 10.3390/su16146263. DOI: https://doi.org/10.3390/su16146263

N. Jabbour Al Maalouf and N. Sarkis, ‘AI and Customer Experience: Personalization and Engagement in Middle Eastern Markets’, AI Middle East Growth Bus., pp. 113–129, 2025, doi: 10.1007/978-3-031-75589-7_8. DOI: https://doi.org/10.1007/978-3-031-75589-7_8

M. Minkkinen, A. Niukkanen, and M. Mäntymäki, ‘What about investors? ESG analyses as tools for ethics-based AI auditing’, AI Soc., vol. 39, no. 1, pp. 329–343, Mar. 2022, doi: 10.1007/s00146-022-01415-0. DOI: https://doi.org/10.1007/s00146-022-01415-0

I. A. Rind, ‘Conceptualizing the Impact of AI on Teacher Knowledge and Expertise: A Cognitive Load Perspective’, Educ. Sci., vol. 16, no. 1, p. 57, Jan. 2026, doi: 10.3390/educsci16010057. DOI: https://doi.org/10.3390/educsci16010057

G. J. Hofstede, ‘Culture’s causes: the next challenge’, Cross Cult. Manag., vol. 22, no. 4, pp. 545–569, Oct. 2015, doi: 10.1108/ccm-03-2015-0040. DOI: https://doi.org/10.1108/CCM-03-2015-0040

M. N. Alam, M. A. Islam, M. O. A. Babiker, M. S. Siddiqui, M. B. Amin, and J. Oláh, ‘AI-assisted learning tools and student learning outcomes: A cognitive load theory perspective’, Comput. Hum. Behav. Rep., vol. 21, p. 100986, Mar. 2026, doi: 10.1016/j.chbr.2026.100986. DOI: https://doi.org/10.1016/j.chbr.2026.100986

L. Guo, D. Wang, F. Gu, Y. Li, Y. Wang, and R. Zhou, ‘Evolution and trends in intelligent tutoring systems research: a multidisciplinary and scientometric view’, Asia Pac. Educ. Rev., vol. 22, no. 3, pp. 441–461, May 2021, doi: 10.1007/s12564-021-09697-7. DOI: https://doi.org/10.1007/s12564-021-09697-7

J. Lademann, J. Henze, and S. Becker-Genschow, ‘Augmenting learning environments using AI custom chatbots: Effects on learning performance, cognitive load, and affective variables’, Phys. Rev. Phys. Educ. Res., vol. 21, no. 1, May 2025, doi: 10.1103/physrevphyseducres.21.010147. DOI: https://doi.org/10.1103/PhysRevPhysEducRes.21.010147

T. Jin, ‘Learning Analytics’, Res. Methods Learn. Des. Technol., pp. 192–205, Sep. 2020, doi: 10.4324/9780429260919-13. DOI: https://doi.org/10.4324/9780429260919-13

M. Luan NG, A. Al Ghaithi, and B. Behforouz, ‘Digital Scaffolding as Learning Opportunities: Enhancing Vocabulary Knowledge Through Copilot AI’, Educ. Process Int. J., vol. 20, no. 1, 2026, doi: 10.22521/edupij.2026.20.12. DOI: https://doi.org/10.22521/edupij.2026.20.12

‘OECD Digital Education Outlook 2026’, OECD Digit. Educ. Outlook, Jan. 2026, doi: 10.1787/062a7394-en. DOI: https://doi.org/10.1787/062a7394-en

M. P. Bhandari, ‘Self-determination Theory (Deci and Ryan)’, Life Transform. Unveiled, pp. 153–158, Oct. 2025, doi: 10.1201/9788743800941-14. DOI: https://doi.org/10.1201/9788743800941-14

R. E. Mayer, ‘Cognitive Theory of Multimedia Learning’, Camb. Handb. Multimed. Learn., pp. 43–71, Jul. 2014, doi: 10.1017/cbo9781139547369.005. DOI: https://doi.org/10.1017/CBO9781139547369.005

V. Chheang et al., ‘Towards Anatomy Education with Generative AI-based Virtual Assistants in Immersive Virtual Reality Environments’, presented at the 2024 IEEE International Conference on Artificial Intelligence and eXtended and Virtual Reality (AIxVR), IEEE, Jan. 2024, pp. 21–30. doi: 10.1109/aixvr59861.2024.00011. DOI: https://doi.org/10.1109/AIxVR59861.2024.00011

Published

2026-04-07

How to Cite

Vehachart, R., & Subardjo, R. Y. S. (2026). Cognitive Load and AI-Assisted Learning in Thai Higher Education: A Structural Model Approach. Advances in Psychological Sciences and Applications, 2(01), 20–29. https://doi.org/10.56741/IISTR.apsa.002179

Issue

Vol. 2 No. 01 (2026): Advances in Psychological Sciences and Applications

Section

Articles
Copyright & Licensing

Copyright (c) 2026 Rungchatchadaporn Vehachart, Ratna Yunita Setiyani Subardjo

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.