THE COGNITIVE COST OF EFFICIENCY: A PLS-SEM INVESTIGATION INTO THE PARADOX OF GEN-AI UTILIZATION AND STUDENT ENGAGEMENT IN HIGHER EDUCATION

Abstract

The use of Generative Artificial Intelligence (GenAI) in higher education is rapidly adopted, which has enhanced efficiency in academics at the cost of the growing concerns about its effects on deep learning and student interaction. This paper will focus on the efficiency-cognition paradox, or the Cognitive Cost of Efficiency, in Pakistani institutions of higher education. The study is based on a combined theoretical framework of Unified Theory of Acceptance and Use of Technology (UTAUT), Constructivism, and Cognitive Engagement, which would explore the role of Information literacy and Cognitive Engagement as mediating factors between GenAI Utilization and Skill Development. A cross-sectional quantitative study was used, and the data were gathered among 668 participants in the public and private higher education in Pakistan. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to analyze the data. The results show that the use of GenAI has a positive effect on the development of skills, but the correlation is enhanced by the serial mediation of Information Literacy and Cognitive Engagement. Moreover, Digital Isolation had an adverse influence on Cognitive Engagement. The research indicates the significance of enhancing AI literacy and active learning approaches to guarantee sustainable cognitive and professional growth in AI-based learning settings.