Effects of Generative AI on Students' Cognitive Engagement from a Multimodal Learning Perspective

Abstract

The wide spread use of generative AIs in teaching may raise questions about whether, via technology itself, we might be able to foster even greater interest among students. Based on the above-mentioned theories including Mayer's theory of cognitively structured media in multimedia learning, Fredricks and his colleagues' three-component model of student engagement, and Sweller's cognitive load theory to explore how generative AI tools influence students' cognitive engagement from a perspective of multimodal learning theory; The main point is that Generative AI brings about a qualitative change in the environment for multimodal learning - Conditions such as dynamic personalised interactive content generation, including text-image-dialogue modes, which can enhance the quality of cognition while carrying potential dangers of shallow processing and learners' dependence on technology. The article first explores how generative artificial intelligence can trigger more profound cognitive processes; Then investigate the circumstances under which these mechanisms tend to enhance rather than replace true intellectual work, And Finally consider its consequences for pedagogy Construction design teachers Professional Development, The equitable distribution of use in diverse learning situations.