Is ChatGPT helpful for graduate students in acquiring knowledge about digital storytelling and reducing their cognitive load? An experiment.

This study examines the impact of ChatGPT on narrative scriptwriting abilities and cognitive load in a sample of 41 master's students enrolled in a Digital Narratives course. Using a randomized experimental design, participants were divided into two groups: an experimental group (n = 20) that interacted with ChatGPT and a control group (n = 21) that did not. Our methods involved preand post-tests to assess changes in digital storytelling skills and cognitive load, as defined by intrinsic, extraneous, and germane load measures. The results indicated no significant improvement in digital storytelling skills for the experimental group compared to the control group, suggesting that the use of ChatGPT does not markedly enhance narrative writing abilities in the short term. However, a significant reduction in germane cognitive load was observed among the experimental group, pointing to ChatGPT's potential to facilitate the learning process by reducing the mental effort required for task integration and application. The study underscores the complexity of integrating AI into learning environments and highlights the need for strategic AI implementation tailored to specific educational objectives. It also points to the importance of longitudinal research to fully understand the long-term effects of AI on learning and cognitive development.