The Cognitive Costs of AI: Burnout and Executive Functioning in Higher Education

Abstract

Generative artificial intelligence (AI) has rapidly entered higher education, raising questions about its impact on students’ psychological and cognitive functioning. While AI tools promise efficiency, their integration may amplify existing strains such as digital burnout and weaken executive functioning (EF). This study examined the relationships among digital burnout, EF, and AI use among university students. A cross-sectional online survey was conducted with 401 participants aged 18–35 years (197 female, 192 male, 2 non-binary, 10 prefer not to say). Measures included the Burnout Assessment Tool (BAT-22), the Barkley Deficits in Executive Functioning Scale–Short Form (BDEFS-SF), and an adapted AI Use and Perceived Usefulness scale. Analyses comprised descriptive statistics, correlations, reliability checks, t-tests, and multiple regression. Results indicated strong internal reliability for all measures (α ≥ .85). Higher burnout predicted greater EF difficulties (β = .88, p< .001). AI users (n = 332) reported significantly higher burnout (M = 82.05, SD = 16.26) and EF deficits (M = 60.44, SD = 11.91) compared to non-users (n = 69), with very large effect sizes (Cohen’s d> 1.80). Perceived AI usefulness also predicted EF difficulties (β = .17, p = .008) but did not moderate the burnout–EF relationship. These findings suggest that while AI may be perceived as supportive, its use is associated with greater burnout and EF impairments. Universities should therefore promote mindful integration of AI and provide interventions to safeguard cognitive and psychological resilience.