AI as a Cognitive Assistant Investigating It's Role in Enhancing Memory Attention and Learning Outcomes
DOI:
https://doi.org/10.47067/ramss.v8i3.558Keywords:
Cognitive Assistants, Memory Retention, Attention, Learning Outcomes, Academic Achievement, AI in Education, Self-Regulated Learning, Educational Technology.Abstract
The current research examined how cognitive assistants can improve the memory outcome, focus, and general learning performance among Pakistani teachers. The quantitative research design was used and 200 teachers were used to collect data by use of self-administered questionnaire. Regression, multiple regression, correlation, and ANOVA tests were done to investigate the effects of using cognitive assistants and cognitive performance. The results showed that cognitive assistants had a high positive effect on memory retention (B = 0.621, p < 0.001) and attention/focus ( r= 0.578, p < 0.01). Further results of multiple regression showed that cognitive assistants along with memory retention and attention had a significant influence on overall learning outcomes (R2 = 0.610, p < 0.001). These findings suggest that cognitive assistants are useful external cognitive aids that decrease cognitive load, enhance focus, and lead to self-regulated learning. The research presents the significance of introducing AI-based cognitive technologies in learning environments to improve academic achievement and student interaction. Some of the recommended measures are training of teachers, customized learning, and constant evaluation of AI-based interventions, but the future studies can focus on the impacts in the long term and domain-specific use.
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