ArticlePloS one2026
Cognitive load and pedagogical tension in multi-platform online learning: Evidence from Chinese higher education.
Article in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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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.
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