Untangling cognitive processes in academic information searching: investigating tool gaps, cognitive load, and user satisfaction

Academic information searching is a cognitively demanding activity requiring users to navigate complex decision-making, evaluation, and synthesis tasks. This study investigates how prior topic knowledge, perceived tool adequacy, and self-assessed search experience influence cognitive load, satisfaction, and confidence during domain-specific academic search tasks. Using a mixed-methods design, 31 participants engaged in authentic search scenarios, providing data via pre- and post-task questionnaires, including a modified NASA-TLX.

Findings demonstrate that prior knowledge significantly reduces mental demand, supporting Cognitive Load Theory and reinforcing the value of domain familiarity in search efficiency. Perceived tool adequacy was associated with significantly lower mental and temporal load, though it was not a reliable predictor of satisfaction. Meanwhile, self-rated confidence and efficiency did not significantly relate to cognitive experience, challenging assumptions in existing user experience models. Additionally, satisfaction was positively associated with cognitive engagement, particularly task complexity and concentration, rather than ease of use. These insights extend prior research by grounding cognitive load theory in real-world academic contexts and highlighting the importance of tool support beyond usability. The study underscores a shift from efficiency-driven design toward systems that actively augment cognitive engagement in knowledge work.