This study investigates the impact of a specialized AI Chatbot on students’ cognitive load in the Engineering Psychology course at Hung Yen University of Technology and Education. Based on Sweller’s Cognitive Load Theory, a customized GPT-4o Chatbot was developed using course-specific content and deployed to 137 students. Data were collected via a structured questionnaire and analyzed using SPSS with descriptive statistics, Cronbach’s Alpha, and Pearson correlations. Results indicate that the Chatbot helped reduce extraneous load, clarified complex concepts, saved study time, and enhanced students’ confidence in self-learning. Strong and statistically significant correlations between Chatbot quality and perceived learning effectiveness highlighted the potential of specialized AI tools to personalize learning and improve higher education quality.
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