Self-regulated learning moderates the indirect effect of AI use on critical thinking through cognitive load¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The index of moderated mediation is statistically significant (B = −0.002, 95% CI −0.004 to −0.000), so the indirect effect varies across levels of self-regulated learning. → Arshad A 2026

Evidence¶

Arshad A 2026¶

Arshad A, Lone A, Arickswamy L, Hassan K, Alnaim AA and AlFarhan MF (2026) From AI use to critical thinking among medical students: a moderated mediation perspective on cognitive load and self-regulated learning. Front. Psychol. 17:1883053. https://doi.org/10.3389/fpsyg.2026.1883053

q2 · i? · associational · r2

Moderated mediation analysis in the same 480-student cross-sectional survey. The mediating role of cognitive load was stronger among students with lower self-regulatory abilities and weaker among those with higher self-regulated learning skills.

"the index of moderated mediation was statistically significant [B=−0.002, SE=0.000, 95% CI (−0.004,−0.000)], as the confidence interval did not include zero. This finding indicates that the indirect effect of AI-based educational technology use on critical thinking through cognitive load significantly varied across levels of self-regulated learning."

Discussion¶

Learner Variables¶

• Self-Regulation — moderator: an instructional effect differs with it

Related Claims¶

• AI-based educational technology use is positively associated with critical thinking among undergraduate medical students — related
• Cognitive load partially mediates the relationship between AI-based educational technology use and critical thinking — related
• Self-regulated learning moderates the cognitive load–critical thinking relationship, buffering the negative effect of load — a narrower finding that bears on this claim
• Self-regulated learning and critical AI evaluation promote effective AI use — related
• The SRL and SAL perspectives on student motivation and learning differ, and the article discusses those differences — related
• The indirect effect of GenAI use on critical thinking via feedback literacy is conditional on reflective thinking, strengthening as reflectivity rises — related
• Self-regulatory activities mediate the relationship between person, context, and achievement — related
• Cognitive load is negatively associated with critical thinking and with self-regulated learning — related
• Affect, motivation, and cognitive load did not mediate the relationship between error condition and CVS learning — related