Structural explanation of the relationship between the use of generative artificial intelligence and students' cognitive performance with emphasis on the mediating role of technological anxiety

Objective: The present study aimed to explain the structure of the relationships between the use of generative artificial intelligence (Generative AI), cognitive performance, and the mediating role of technological anxiety among students. While generative artificial intelligence has unique potential for personalizing learning, ambiguity in how to interact with it can create new cognitive challenges. Methodology: This study was conducted with a quantitative approach and using the structural equation modeling (SEM) method. The statistical population of the study consisted of students at the [e.g., undergraduate/graduate] level, and a sample of [desired number] people was selected through the [e.g., convenience sampling] method. Data collection tools included the use of artificial intelligence questionnaire, a cognitive performance scale (e.g., working memory or attention), and a technological anxiety scale (Technostress/Technophobia). Findings (or research hypotheses): Previous findings and the proposed conceptual model indicate that the use of generative AI can have contradictory effects on cognitive performance. The main hypothesis of the study is that the use of AI affects cognitive performance in two ways: first, through a direct effect (which can include facilitating cognitive load or, conversely, mental laziness) and second, through an indirect path in which the use of this technology increases the level of technological anxiety and subsequently leads to a decline in cognitive performance. In the meantime, technological anxiety, as a mediating variable, explains the relationship between interaction with AI and cognitive capabilities. Conclusion: The results are expected to show that in order to benefit from the benefits of AI in higher education, it is not only necessary to focus on technical skills, but also to manage technology-induced anxieties and strengthen students' cognitive resilience. Reducing technological anxiety can pave the way for AI to have a positive impact on cognitive performance.

کلیدواژه ها:

Generative AI ، Cognitive Performance ، Technological Anxiety ، Structural Equation Modeling ، Digital Learning