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Cognitive load and pedagogical tension in multi-platform online learning: Evidence from Chinese higher education.

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  • Author(s): Qiu X;Qiu X; Qiu N; Qiu N
  • Source:
    PloS one [PLoS One] 2026 Apr 21; Vol. 21 (4), pp. e0347566. Date of Electronic Publication: 2026 Apr 21 (Print Publication: 2026).
  • Publication Type:
    Journal Article
  • Language:
    English
  • Additional Information
    • Source:
      Publisher: Public Library of Science Country of Publication: United States NLM ID: 101285081 Publication Model: eCollection Cited Medium: Internet ISSN: 1932-6203 (Electronic) Linking ISSN: 19326203 NLM ISO Abbreviation: PLoS One Subsets: MEDLINE
    • Publication Information:
      Original Publication: San Francisco, CA : Public Library of Science
    • Subject Terms:
      Education, Distance*/methods ; Cognition* ; Learning*; Students/psychology ; Humans ; Female ; Male ; China ; Young Adult ; Universities ; Cross-Sectional Studies ; Adult ; Surveys and Questionnaires ; East Asian People
    • Abstract:
      The proliferation of digital tools has transformed higher education into a complex, multi-platform online learning environment. This study investigates the paradoxical effects of this multi-platform environment on the student experience within Chinese higher education. Through the qualitative and quantitative data from a cross-sectional survey of 8,616 university students, we analyzed platform usage patterns, perceived benefits and challenges. The findings reveal a significant paradox: while students express positive attitudes towards platforms' educational value, acknowledging benefits like enhanced self-directed learning and improved teacher-student interaction, they concurrently report substantial practical burdens. A serial mediation model confirmed that platform multiplicity increases extraneous cognitive load, which in turn elevates tool fatigue, ultimately leading to a more negative perception of the learning experience. This study identifies a core "pedagogical tension" between the intended benefits of educational technology and the lived reality of a fragmented, high-friction user experience that encourages instrumental engagement over deep learning. These findings underscore the urgent need for institutions and instructors to adopt a more strategic, integrated approach to educational technology to reduce fragmentation and prioritize a seamless student learning experience.
      (Copyright: © 2026 Qiu, Qiu. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)
    • Abstract:
      The authors have declared that no competing interests exist.
    • Publication Date:
      Date Created: 20260421 Date Completed: 20260421 Latest Revision: 20260423
    • Publication Date:
      20260423
    • Accession Number:
      PMC13098912
    • Accession Number:
      10.1371/journal.pone.0347566
    • Accession Number:
      42013118