An Investigation into the Impact of Cognitive Load on Perceived System Usability in Distance Education: A Mediation Analysis of Cognitive Control and Flexibility in the Context of MS Teams

This thesis examines the direct effect of cognitive load and the mediating role of cognitive control and flexibility on students using the Microsoft Teams (MS-Teams) platform in distance education. Perceived usability refers to users' subjective evaluations of how easy, efficient, and effective a system, software, or technology is to use. In other words, it reflects how usable, accessible, and understandable a platform or interface is perceived to be by the user. This concept differs from actual usability, as it is based on users' subjective perceptions. For example, an educational platform that is technically well-designed may still be perceived as "difficult to use" if it has a complex interface. Cognitive control is the individual's ability to consciously direct and regulate their thoughts, attention, and behaviors in order to achieve their goals. In other words, it involves higher-order mental processes such as managing attention, controlling impulses, solving problems, and making decisions. Cognitive load refers to the mental burden placed on an individual's memory and information processing capacity. It represents how mentally demanding a task is for a person during its execution. If the usability of educational technologies (e.g., LMSs and remote learning tools) is improved, it is anticipated that students will experience less cognitive load. A lower cognitive load can enhance cognitive control by helping students manage their attention, set goals, and more effectively guide their learning processes. In a system with high usability, cognitive load is reduced, allowing students' cognitive control mechanisms to function more efficiently. This, in turn, may enable the development of personalized learning strategies, thereby making learning more effective and individualized.