Do Generative AI–Supported Learning Interventions Reduce Cognitive Load in K–12 Education? A Systematic Mapping Review and Evidence Map of Design Features, Cognitive Load Outcomes, and Learning Consequences
Year: 2026
Type: preprint
Study design: Systematic Review
Source: OSF Preprints (OSF Preprints)
Author: Weihung Yang
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W7128287719