arXiv:2611.12019v1 Announce Type: new Abstract: Software developers spend significant time reading and understanding code, increasingly supplemented by generative AI. While these tools aim to reduce the difficulty of reading code, interacting with them introduces a dual-task environment that may impose extraneous cognitive load that is challenging to capture. This study investigates how access to generative AI affects developers' real-time cognitive workload, code comprehension performance, and self-perceived code comprehension strategies. We conducted a 3x2 within-subjects study with 20 novice CS students reviewing Java code snippets of varying lengths with or without AI assistance, followed by an AI-unassisted comprehension quiz. Cognitive workload was continuously captured using a Detection-Response Task (tDRT) during both reading and quiz phases, and compared to post-quiz NASA-TLX and SEQ scores. AI assistance significantly increased objective cognitive workload, raising tDRT reaction times by 11.2%, yet participants' perceived workload remained unchanged. Code comprehension scores were high under both conditions, with no evidence that AI assistance improved comprehension at the difficulty levels evaluated; a ceiling effect limited power to detect benefits on harder tasks. Qualitatively, participants reported trusting the AI conditionally -verifying its output against their own reading for more complex snippets, but directly trusting it for simpler code- and, while many felt their reading process was unchanged, a notable subset shifted toward skimming or reading the AI's explanations in place of the code itself. These findings reveal that developers do not accurately perceive the cognitive resources they expend when managing AI tools. This study provides evidence of added cognitive effort associated with using generative AI, pointing towards a need to account for this dual-task penalty in software engineering tools and education.
Continue to arXiv Software Engineering →You are being forwarded in 6s — stay on this page