<![CDATA[The integration of artificial intelligence (AI) in higher education has significantly transformed teaching and learning processes. While AI-assisted learning tools offer personalized feedback and adaptive learning environments, their cognitive implications remain underexplored, particularly in non-Western contexts. This study investigates the impact of AI-assisted learning on cognitive load and learning outcomes in Thai higher education. Using Cognitive Load Theory (CLT) as a framework, a quantitative approach with PLS-SEM was applied to data from 312 students. The findings indicate that AI-assisted learning reduces extraneous cognitive load while enhancing germane cognitive load. Student engagement mediates the relationship between cognitive load and learning outcomes, while cultural factors moderate AI usage effects.]]>
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