Cognitive load and pedagogical tension in multi-platform online learning: Evidence from Chinese higher education

Clinical Snapshot

Key Findings

• P Value: Significant associations reported but specific values not provided

• Effect Size: Not specified in available information

• Primary Outcome: Serial mediation model showing platform multiplicity increases extraneous cognitive load, leading to tool fatigue and negative learning experience perception

• Nnt Or Sensitivity: Not applicable for this observational study design

• Confidence Interval: Not reported

Clinical Application

Findings suggest need for institutional policy changes and integrated technology approaches, requiring significant resource investment and coordination Relevant to Australian universities implementing multiple learning management systems, particularly given similar technology adoption patterns and student expectations in higher education University students and educators in higher education institutions using multiple digital learning platforms

Abstract

The proliferation of digital tools has transformed higher education into a complex, multi-platform online learning environment. This study investigates the paradoxical effects of this multi-platform environment on the student experience within Chinese higher education. Through the qualitative and quantitative data from a cross-sectional survey of 8,616 university students, we analyzed platform usage patterns, perceived benefits and challenges. The findings reveal a significant paradox: while students express positive attitudes towards platforms' educational value, acknowledging benefits like enhanced self-directed learning and improved teacher-student interaction, they concurrently report substantial practical burdens. A serial mediation model confirmed that platform multiplicity increases extraneous cognitive load, which in turn elevates tool fatigue, ultimately leading to a more negative perception of the learning experience. This study identifies a core "pedagogical tension" between the intended benefits of educational technology and the lived reality of a fragmented, high-friction user experience that encourages instrumental engagement over deep learning. These findings underscore the urgent need for institutions and instructors to adopt a more strategic, integrated approach to educational technology to reduce fragmentation and prioritize a seamless student learning experience.

References

1. 1.Qiu, X., & Qiu, N. (2026). Cognitive load and pedagogical tension in multi-platform online learning: Evidence from Chinese higher education. PLoS One. https://doi.org/10.5465/amr.2005.16387884