Cognitive Offloading in the Age of Generative AI: What Does It Mean for Students With Learning Disabilities?
10.1177/07319487261439132 · doi-reference
Effects of different AI-driven Chatbot feedback on learning outcomes and brain activity
10.1038/s41539-025-00311-8 · doi-reference
Metacognitive AI literacy: findings from an interactive AI fair
10.1007/s00146-025-02803-y · doi-reference
Fuzzy Set Qualitative Comparative Analysis (fsQCA) to Examine Causal Complexity in Business Students' Sustainability Behavioural Intentions
10.1111/hequ.70076 · doi-reference
Elevating theoretical insight and predictive accuracy in business research: Combining PLS-SEM and selected machine learning algorithms
10.1016/j.jbusres.2023.114453 · doi-reference
Validating a critical thinking ability questionnaire for EFL learners
10.1016/j.tsc.2023.101442 · doi-reference
Critical thinking evaluation scale: Design and validation in a Colombian population
10.1177/21582440241297418 · doi-reference
Charting competence: A holistic scale for measuring proficiency in artificial intelligence literacy
10.1177/07356331241261206 · doi-reference
A systematic review of AI literacy scales
10.1038/s41539-024-00264-4 · doi-reference
Design and validation of the AI literacy questionnaire: The affective, behavioural, cognitive and ethical approach
10.1111/bjet.13411 · doi-reference
Artificial intelligence self-efficacy: Scale development and validation
10.1007/s10639-023-12015-w · doi-reference
10.1016/j.caeai.2025.100485
10.1016/j.caeai.2025.100485 · doi-reference
Development and validation of the perceived interactivity of learner-AI interaction scale
10.1007/s10639-024-12963-x · doi-reference
The effect of generative artificial intelligence literacy on academic achievement: the mediating role of academic self-efficacy and the moderating role of critical thinking
10.3389/fpsyg.2026.1761562 · doi-reference
Evaluating AI literacy of secondary students: Framework and scale development
10.1016/j.compedu.2024.105230 · doi-reference
Exploring the impact of generative artificial intelligence on students’ learning outcomes: A meta-analysis
10.1007/s10639-025-13420-z · doi-reference
Exploring students’ AI literacy and its effects on their AI output quality, self-efficacy, and academic performance
10.1186/s40561-025-00384-3 · doi-reference
Learners' AI dependence and critical thinking: The psychological mechanism of fatigue and the social buffering role of AI literacy
10.1016/j.actpsy.2025.105725 · doi-reference
Effect of summarizing scaffolding and textual cues on learning performance, mental model, and cognitive load in a virtual reality environment: An experimental study
10.1016/j.compedu.2023.104793 · doi-reference
Scaffolding generative AI as a tutor: A quasi-experimental study of learning outcomes and motivational, cognitive and metacognitive processes
10.3390/educsci16040651 · doi-reference
Enhancing self-regulated learning and higher-order thinking skills in virtual reality: the impact of ChatGPT-integrated feedback aids
10.1007/s10639-025-13557-x · doi-reference
Empowering ChatGPT with guidance mechanism in blended learning: Effect of self-regulated learning, higher-order thinking skills, and knowledge construction
10.1186/s41239-024-00447-4 · doi-reference
Cognitive ease at a cost: LLMs reduce mental effort but compromise depth in student scientific inquiry
10.1016/j.chb.2024.108386 · doi-reference
Outsourcing thinking to AI? Focused immersion, AI dependency, and the double-edged impact on critical thinking
10.1057/s41599-026-07153-8 · doi-reference
Adaptive vs. planned metacognitive scaffolding for computational thinking: Evidence from generative AI-supported programming in elementary education
10.1016/j.compedu.2025.105473 · doi-reference
Trust, distrust, and appropriate reliance in (X) AI: A conceptual clarification of user trust and survey of its empirical evaluation
10.1016/j.cogsys.2025.101357 · doi-reference
Trust and reliance on AI—An experimental study on the extent and costs of overreliance on AI
10.1016/j.chb.2024.108352 · doi-reference
Educational Technology and AI: Bridging Cognitive Load and Learner Engagement for Effective Learning
10.1177/21582440251395930 · doi-reference
Facilitator or hindrance? The impact of AI on university students' higher-order thinking skills in complex problem solving
10.1186/s41239-025-00534-0 · doi-reference
Navigating the landscape of AI literacy education: insights from a decade of research (2014–2024)
10.1057/s41599-025-04583-8 · doi-reference
Cognitive offloading through digital tools and its relationship with critical thinking, task persistence, and learning depth
10.3389/fpsyg.2026.1781101 · doi-reference
Enhancing scientific argumentation with visual scaffolding in generative AI-supported environments
10.1080/09500693.2026.2630293 · doi-reference
Generative AI tool use enhances academic achievement in sustainable education through shared metacognition and cognitive offloading among preservice teachers
10.1038/s41598-025-01676-x · doi-reference
From offloading to engagement: an experimental study on structured prompting and critical reasoning with generative AI
10.3390/data10110172 · doi-reference
The cognitive impact of ChatGPT in higher education: A systematic review of critical and creative thinking outcomes
10.1016/j.caeai.2026.100571 · doi-reference
The effects of over-reliance on AI dialogue systems on students' cognitive abilities: a systematic review
10.1186/s40561-024-00316-7 · doi-reference
Generative AI literacy: Scale development and its influence on privacy protection behaviors and information verification behaviors
10.1016/j.telpol.2025.103117 · doi-reference
Bridging AI chatbot use and critical thinking: the mediating role of AI literacy
10.1080/10494820.2025.2605487 · doi-reference
Same AI, Different Pathways: Unpacking Mechanisms of AI-Mediated Learning across Discipline-Institution Contexts
10.1016/j.caeai.2026.100601 · doi-reference
The literacy paradox: How AI literacy amplifies biases in evaluating AI-generated news articles
10.1016/j.ijinfomgt.2025.102992 · doi-reference
