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How Task and Individual Characteristics Affect Students' Cognitive Load: The Moderating Role of AI-Generated Content

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Title: How Task and Individual Characteristics Affect Students' Cognitive Load: The Moderating Role of AI-Generated Content
Language: English
Authors: Pan Liu, Qiang Jiang, Weiyan Xiong, Wei Zhao
Source: International Review of Research in Open and Distributed Learning. 2026 27(1):130-154.
Availability: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Individual Characteristics, Cognitive Processes, Difficulty Level, Artificial Intelligence, Task Analysis, Electronic Learning, Undergraduate Students, Introductory Courses, Educational Technology, Foreign Countries
Geographic Terms: China
ISSN: 1492-3831
Abstract: This study examined how task characteristics (TC) and individual characteristics (IC) affect cognitive load (CL) and how artificial intelligence generated content (AIGC) moderates these effects in online learning. Participants included 435 undergraduate students (200 males and 235 females) enrolled in an introductory educational technology course. A structural model, conducted using Mplus software, was employed to test the relationships between each of TC and IC, and CL. Additional analyses explored the moderating role of AIGC on the relationship between TC and CL, the impact of AIGC on the relationship between IC and CL, as well as how these patterns differed by gender. Results revealed that TC positively affected CL, whereas IC exhibited a negative correlation. Moreover, AIGC negatively affected the relationship between TC and CL, but it enhanced the relationship between IC and CL. The moderating role of AIGC differed by gender. Specifically, AIGC positively influenced the connection between IC and CL among males but not females, and it weakened the relationship between TC and CL among females but not males. The implications and limitations are also discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501292
Database: ERIC
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  Data: How Task and Individual Characteristics Affect Students' Cognitive Load: The Moderating Role of AI-Generated Content
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  Data: <searchLink fieldCode="AR" term="%22Pan+Liu%22">Pan Liu</searchLink><br /><searchLink fieldCode="AR" term="%22Qiang+Jiang%22">Qiang Jiang</searchLink><br /><searchLink fieldCode="AR" term="%22Weiyan+Xiong%22">Weiyan Xiong</searchLink><br /><searchLink fieldCode="AR" term="%22Wei+Zhao%22">Wei Zhao</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. 2026 27(1):130-154.
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  Data: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 1492-3831
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  Label: Abstract
  Group: Ab
  Data: This study examined how task characteristics (TC) and individual characteristics (IC) affect cognitive load (CL) and how artificial intelligence generated content (AIGC) moderates these effects in online learning. Participants included 435 undergraduate students (200 males and 235 females) enrolled in an introductory educational technology course. A structural model, conducted using Mplus software, was employed to test the relationships between each of TC and IC, and CL. Additional analyses explored the moderating role of AIGC on the relationship between TC and CL, the impact of AIGC on the relationship between IC and CL, as well as how these patterns differed by gender. Results revealed that TC positively affected CL, whereas IC exhibited a negative correlation. Moreover, AIGC negatively affected the relationship between TC and CL, but it enhanced the relationship between IC and CL. The moderating role of AIGC differed by gender. Specifically, AIGC positively influenced the connection between IC and CL among males but not females, and it weakened the relationship between TC and CL among females but not males. The implications and limitations are also discussed.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 130
    Subjects:
      – SubjectFull: Individual Characteristics
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: China
        Type: general
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      – TitleFull: How Task and Individual Characteristics Affect Students' Cognitive Load: The Moderating Role of AI-Generated Content
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            NameFull: Pan Liu
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            NameFull: Qiang Jiang
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            NameFull: Weiyan Xiong
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            NameFull: Wei Zhao
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              M: 01
              Type: published
              Y: 2026
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              Value: 1492-3831
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