School of Mathematical & Statistical Sciences Faculty Publications
Document Type
Book Chapter
Publication Date
2026
Abstract
The purpose of this chapter is to propose a conceptual framework that unpacks AI use in instructional practice across three interrelated dimensions: human agency, cognitive demand, and AI orchestration. We ground this work in historical perspectives on technology's mediating role in education. We then propose the conceptual framework and three characterizations of the use of AI in school instruction: cognitive load reducer, cognitive capacity builder, and cognitive companion. We then illustrate a worked example of each, including a curricular example and sample student prompts, and conclude with questions that educators might ask themselves as they consider if and how to orient their instructional practices toward AI integration.
Recommended Citation
Rhodes, Sam, Terrie McLaughlin Galanti, Victoria Delaney, Zuhal Yilmaz, Younggon Bae, Zareen Gul Aga, and Stephen Hutt. "A Conceptual Framework for Cognitive Engagement and Human Agency in AI-Mediated Learning." In Human Cognitive Agency in AI-Mediated Learning, pp. 1-26. IGI Global Scientific Publishing, 2027. https://doi.org/10.4018/979-8-2600-3840-6.ch001
Publication Title
Human Cognitive Agency in AI-Mediated Learning
DOI
10.4018/979-8-2600-3840-6.ch001
Comments
Copyright © 2027, IGI Global Scientific Publishing. Copying or distributing in print or electronic forms without written permission of IGI Global Scientific Publishing is prohibited. Use of this chapter to train generative artificial intelligence (AI) technologies is expressly prohibited. The publisher reserves all rights to license its use for generative AI training and machine learning model development.