Cognitive Load And AI Dependence: Moderating Role of Decision-Making Styles Among University Teachers

Abstract

The paper examines the connection between AI Dependence and Cognitive Load in a group of teachers in the university, with decision-making styles (Intuitive and Rational) acting as moderators. The increasing use of technology in undertaking academic activities means that teachers are increasingly dependent on AI applications. The design employed was cross-sectional, and 240 university teachers in Rawalpindi and Islamabad were surveyed. The NASA Task Load Index, Dependence on AI Scale, and Decision Style Scale were used. Regression analysis shows that Cognitive Load has a significant positive impact on AI Dependence. In the case of decision-making styles, the Rational decision style had a negative correlation with AI Dependence, but the Intuitive style had a positive correlation. The moderation analysis demonstrated that the Intuitive decision-making style is a significant strengthener of the connection between the AI Dependence and Cognitive Load. The implications of these findings are practical in terms of comprehending the application of technology in the field of academics and cognitive load management among teachers.