Cognitive Offload as a Mediator of AI Usage and Critical Thinking Development in Cameroonian Higher Education Learners

Abstract

This study set out to investigate the role of cognitive offload as a mediator in the relationship between AI use and critical thinking. The sample was obtained from the students of Higher Technical Teacher’s Training College Kumba of the University of Buea, Cameroon for the academic year 2024/2025. The questionnaire was administered to 450 students, however; only 380 students returned their questionnaires. Linear regression was done through the SPSS statistical package to get the mediation analysis and the Sobel test was used to verify the significance of the mediation effect. It was shown that AI usage positively predicts cognitive offload, which in turn negatively impacts critical thinking. Meaning that as AI use and cognitive offload increases, critical thinking reduces. The results from the Sobel test further confirmed that the effect of AI use on critical thinking is partially mediated by cognitive offload. The results of this study bring awareness to university stakeholders to the mediating role of cognitive offload in the classroom. It was recommended that teachers should balance the use of AI by integrating strategies that encourage deep thinking and cognitive engagement; receive training on use of AI and other technological tools such that they can reduce the negative effects of cognitive offload while improving the development of their cognitive abilities and create a learning environment where active learning and not just passive AI use is encouraged in order to support the development of cognitive skills.