Keywords
learner control
cognitive offloading
generative AI
self-regulated learning
higher education
Abstract
We examined evaluative AI literacy, learner control, and cognitive offloading in higher education by comparing 13 full-text reports in this source-seeded evidence map. These reports were drawn from a 54-record working bibliography; four abstract/preview records were used solely as background. No core report empirically tests the full hypothesized chain: evaluative AI literacy → learner control → cognitive offloading. The course-relative offloading distinctions accompany two hypothetical assignments in which work assisted by generative artificial intelligence (GenAI), reasons for decisions, and learning without GenAI would be assessed separately. These proposals remain unvalidated. English-only selection, incomplete search records, and no formal risk-of-bias appraisal prevent comprehensive coverage and field-wide effect estimates.
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