by Xiaoqin Qiu, Nengsheng Qiu The proliferation of digital tools has transformed higher education into a complex, multi-platform online learning environment. This study investigates the paradoxical effects of this multi-platform environment on the student experience within Chinese higher education.
Through the qualitative and quantitative data from a cross-sectional survey of 8,616 university students, we analyzed platform usage patterns, perceived benefits and challenges. The findings reveal a significant paradox: while students express positive attitudes towards platforms’ educational value, acknowledging benefits like enhanced self-directed learning and improved teacher-student interaction, they concurrently report substantial practical burdens.
A serial mediation model confirmed that platform multiplicity increases extraneous cognitive load, which in turn elevates tool fatigue, ultimately leading to a more negative perception of the learning experience. This study identifies a core “pedagogical tension” between the intended benefits of educational technology and the lived reality of a fragmented, high-friction user experience that encourages instrumental engagement over deep learning.
PLOS ONE (Medicine) published a clinical update in Research Highlights on 21 Apr 2026.
The item focuses on Cognitive load and pedagogical tension in multi-platform online learning: Evidence from Chinese higher education.
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