# More AI Assistance Reduces Cognitive Engagement: Examining the AI Assistance Dilemma in AI-Supported Note-Taking

arXiv: https://arxiv.org/abs/2509.03392 · HTML: https://mlsanity.com/paper/2509.03392/

## Key facts

- Cited by 7 papers in the map (data through 14 Oct 2026).
- First posted on arXiv 3 Sep 2025.

## Built on by (most cited first, 7 of 7)

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- [Designing Against Deskilling: Metacognitive Feedback Reduces Cognitive Offloading to LLM Assistants](https://mlsanity.com/paper/2609.20143/) (2026)

## Abstract (arXiv)

As AI tools become increasingly embedded in cognitively demanding tasks such as note-taking, questions remain about whether they enhance or undermine cognitive engagement. This paper examines the "AI Assistance Dilemma" in note-taking, investigating how varying levels of AI support affect user engagement and comprehension. In a within-subject experiment, we asked participants (N=30) to take notes during lecture videos under three conditions: Automated AI (high assistance with structured notes), Intermediate AI (moderate assistance with real-time summary, and Minimal AI (low assistance with transcript). Results reveal that Intermediate AI yields the highest post-test scores and Automated AI the lowest. Participants, however, preferred the automated setup due to its perceived ease of use and lower cognitive effort, suggesting a discrepancy between preferred convenience and cognitive benefits. Our study provides insights into designing AI assistance that preserves cognitive engagement, offering implications for designing moderate AI support in cognitive tasks.