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Cognitive Miser Theory as a Lens for Rethinking Cognitive Effort During Difficult and Complex Academic Tasks in AI-Supported Self-Regulated Learning Cover

Cognitive Miser Theory as a Lens for Rethinking Cognitive Effort During Difficult and Complex Academic Tasks in AI-Supported Self-Regulated Learning

Open Praxis
Volume 18 (2026): Issue 3
By:  and    
Open Access
|Aug 2026
Figures & tables

Figures & Tables

Table 1

Participant demographic information.

NOFIELDAFFILIATIONPROFESSIONAGEGENDER
P1Educational TechnologyU1Teacher40Female
P2Educational TechnologyU1Teacher29Female
P3Distance EducationU2Instructional designer52Female
P4Educational TechnologyU1Teacher30Female
P5Distance EducationU2Instructor39Male
P6Distance EducationU2Instructor43Female
P7Educational TechnologyU1Teacher36Male
Figure 1

Themes, subthemes and codes.

DOI: https://doi.org/10.55982/openpraxis.18.3.1098 | Journal eISSN: 2304-070X
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Language: English
Page range: 539 - 557
Submitted on: Dec 22, 2025
Accepted on: Jul 3, 2026
Published on: Aug 4, 2026
Published by: International Council for Open and Distance Education (ICDE)
In partnership with: Paradigm Publishing Services
Keywords:
Artificial intelligence in education,
self-regulated learning,
cognition,
metacognition,
cognitive processes,
cognitive miser theory,
cognitive load theory,
cognitive offloading,
higher education,
doctoral students

© 2026 Sehla Ertan, Sezin Esfer, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 18 (2026): Issue 3
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