V3I9P27

Artificial Intelligence as a Cognitive Support Tool: Evidence from ChatGPT-Enhanced Learning Experiences in Nigerian Teacher Education

Yahaya Muhammad^1*, Aminu Aliyu²

Abstract

Generative artificial intelligence has introduced new possibilities for supporting learning through explanation, scaffolding, feedback and interactive problem solving. However, evidence concerning the mechanisms through which ChatGPT may support learning in teacher education, particularly within the Nigerian context, remains limited. This study investigated the effect of ChatGPT-Enhanced Instruction on pre-service teachers’ pedagogical knowledge achievement and cognitive-load dimensions. A quasi-experimental pre-test/post-test non-equivalent control-group design was adopted. Participants were 270 pre-service teachers comprising 131 students in the ChatGPT-Enhanced Instruction group and 139 in the conventional instruction group. The intervention lasted six weeks and integrated ChatGPT into Educational Technology instruction. Data were collected using a 50-item Pedagogical Knowledge Achievement Test (PKAT) and a 10-item Cognitive Load Scale measuring intrinsic cognitive load, extraneous cognitive load and germane cognitive processing. ANCOVA was used to examine the effect of instructional condition on post-test PKAT scores after controlling pre-test achievement, while Welch independent-samples t-tests were used to compare the cognitive-load dimensions. Results showed a significant effect of instructional condition on pedagogical knowledge achievement, F(1, 267) = 191.22, p < .001, η²p = .417. The adjusted post-test mean was 34.97 for the ChatGPT group compared with 21.94 for the conventional group. Significant group differences were also found for intrinsic cognitive load, t = −9.96, p < .001, d = −1.20; extraneous cognitive load, t = −12.52, p < .001, d = −1.51; and germane cognitive processing, t = 9.04, p < .001, d = 1.09. The findings suggest that structured ChatGPT use can function as a cognitive support mechanism by facilitating access to explanations and feedback while reducing unnecessary cognitive demands and supporting productive cognitive processing. The study concludes that ChatGPT has potential as an instructional augmentation tool when its use is deliberately structured and guided by teacher educators.

Keywords:

Artificial intelligence; ChatGPT; cognitive support; cognitive load; pedagogical knowledge; teacher education; pre-service teachers; Nigeria