“Connecting concepts helps put main ideas together”: cognitive load and usability in learning biology with an AI-enriched textbook

Abstract Rapid developments in educational technology higher education are intended to make learning more engaging and effective. At the same time, cognitive load theory stresses limitations of human architecture urges developers design tools that optimise learners’ mental capacities. In a 2-month study we investigated university students’ with an AI-enriched digital biology textbook integrates 5000-concept knowledge base algorithms offering possibility ask questions receive answers. The aimed shed light on differences between three sub-types (intrinsic, germane extraneous) their relationship gain, self-regulated usability perception while students interacted book during introductory course. We found displayed beneficial pattern significantly than both intrinsic extraneous loads showing they were engaged meaningful throughout study. A significant correlation accessing linked suggested available AI-book indicates may support deep learning. Additionally, results showed perceived non-optimal design, which deflects resources away from processing accompanied lower gains. Nevertheless, reported substantially favourable unfavourable opinions AI-book. findings provide new approaches for investigating types relation emerging education. also highlight importance optimally aligning technologies architecture.