COGNITIVE-PSYCHOLOGICAL FEATURES OF THE INTERACTION OF STUDENTS AND ARTIFICIAL INTELLIGENCE IN A DIGITAL EDUCATIONAL ENVIRONMENT

This thesis analyzes the cognitive-psychological mechanisms of interaction between a student and artificial intelligence (AI) in a digital learning environment. The goal is to identify the dynamics of attention, working memory, metacognition, and motivation in the learning process using AI. The methodology is based on the cognitive load approach, the self-directed learning model, and the concepts of human-computer interaction. The scientific novelty is to explain the interrelationship of trust calibration, sense of agency, and reflective control in communication with AI.