Training on AI interaction strategies slightly increases cognitive load during AI-assisted design¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Receiving training on effective AI interaction strategies slightly increased teachers' cognitive load while designing with AI. → Pishtari 2027

Evidence¶

Pishtari 2027¶

Pishtari, G., Gnadlinger, F., Ley, T. (2027). When Teachers Use AI Chatbots and Are Trained for It: Impact on Learning Design Quality and Cognitive Effort. In: Blanchard, E.G., Chen, G., Chi, M., Isotani, S. (eds) Artificial Intelligence in Education. AIED 2026. Lecture Notes in Computer Science, vol 16585. Springer, Cham. https://doi.org/10.1007/978-3-032-29770-9_28

q3 · i? · causal · r1

Within-subjects comparison of cognitive-load measures between the AI-access and AI-plus-training conditions among thirteen higher education teachers. The article reports a slight increase in cognitive load; no effect size is printed in the available text.

"Training did not further improve design quality but slightly increased cognitive load, likely due to the deliberate application of newly learned strategies."

Discussion¶

Learner Variables¶

• Working Memory — outcome: instruction changes it

Related Claims¶

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