AI Chatbots and the Study Practices among Learners at Tanzania Public Service College: A Cognitive Load Theory Perspective

Abstract

The study examined learners’ perceptions of AI chatbots’ influence on their study practices at the Tanzania Public Service College (TPSC), using Cognitive Load Theory (CLT) as a theoretical framework. AI chatbots offer opportunities to enhance learning efficiency; however, they also pose a risk of reshaping traditional study practices, potentially reducing deep engagement. The study used a quantitative approach. Data were gathered from 163 respondents in the Secretarial and Records Management departments via a structured online survey and analysed using descriptive statistics. The findings reveal that learners use AI chatbots daily; they mostly use them to understand difficult concepts, summarise texts, and translate complex languages.
Furthermore, the findings suggest that the majority of learners perceive chatbots as reducing intrinsic and extraneous cognitive load while enhancing germane load. Even though a small number of learners admitted to replacing original readings with AI generated content, there remains a risk of shallow learning and academic dependence, suggesting a shift away from traditional reading strategies and raising concerns about shallow engagement. The study concludes that AI chatbots are neither inherently beneficial nor harmful; rather, their impact on learning outcomes depends mainly on how students integrate them into their study routines. It is up to institutions to develop guidelines to mitigate overreliance. The study therefore recommends that higher education institutions foster critical engagement with AI tools and establish procedures and training to ensure learners use AI chatbots effectively.