Educational Technology and AI
Bridging Cognitive Load and Learner Engagement for Effective Learning
Bibliographic Data
| ID | 22006129 |
|---|---|
| Authors | Meng (0000-0002-4828-2663, National University of Malaysia, corresponding author), Mazzlida Mat Deli (0009-0003-9057-8518, National University of Malaysia), Ummu Ajirah Abdul Rauf (0000-0002-7430-0343, National University of Malaysia) |
| Year | 2025 |
| Volume | 15 |
| Issue | 4 |
| Publication date | 2025-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440251395930 |
| OpenAlex | W4416305143 |
| Language | EN |
| Citations received | 1 |
| References cited | 75 |
Artificial Intelligence (AI) has rapidly permeated online learning environments, promising enhanced personalization, automation, and engagement. However, empirical evidence remains fragmented on how AI-driven systems influence effective learning—defined here as the integration of knowledge acquisition, retention, and application. Existing research often isolates key elements such as design quality, learner attributes, and instructional support, while the role of learner engagement has received comparatively less attention. Addressing this gap, this study examines how design principles, technology proficiency, adaptive learning pathways, self-efficacy, and learner engagement interact to shape educational outcomes in AI-mediated environments. Drawing on Cognitive Load Theory (CLT), Social Cognitive Theory (SCT), and Vygotsky’s Sociocultural Theory, the analysis of 372 university students reveals that adaptive learning pathways and technological proficiency play pivotal roles in optimizing cognitive load. Self-efficacy functions as a key mediator, while instructor involvement moderates the effectiveness of AI design and personalization. These findings highlight the importance of aligning AI technologies with both pedagogical design and learner psychology to foster sustainable, equitable, and effective online education
Cognition · Cognitive Load · Educational psychology · Educational technology · Instructional design · Learning theory · Social cognitive theory · Sociocultural evolution · AI in Service Interactions · Innovative Teaching and Learning Methods · Visual and Cognitive Learning Processes
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |