The Impact of GenAI Usage on Students' Critical Thinking in the Intelligent Era: Based on Mechanistic Explanation through UTAUT-based Behavior Analysis and Cognitive Load Moderation

Abstract

Critical thinking stands as one of the core competencies for talent in the intelligent era. While GenAI technology has driven the transformation of teaching models from knowledge transmission to cognitive skill cultivation, its classroom application may induce issues such as cognitive overload among students, potentially hindering the development of critical thinking. Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT) model, this study investigates how GenAI usage behaviors among university students influence their critical thinking, with particular emphasis on the moderating role of cognitive load. The research findings indicate that performance expectancy, effort expectancy, and social influence enhance usage intention, thereby promoting GenAI adoption and subsequently fostering critical thinking development. Notably, cognitive load exerts a negative moderating effect on this process. Consequently, we recommend that educators actively and appropriately employ GenAI to positively shape student engagement, while establishing dedicated pedagogical agents to mitigate cognitive load, thereby advancing students' critical thinking capabilities.