Cognitive offloading, the practice of shifting cognitive tasks to external aids, significantly enhances problem-solving and learning efficiency. This paper offers a comprehensive review of cognitive offloading from a metacognitive perspective, uniquely applying the distinction between metacognitive beliefs (stable, self-conceptions) and metacognitive experiences (dynamic, task-specific feelings) within Nelson and Naren’s dynamic model of metacognition to analyze underlying mechanisms, intervention efficacy, and educational implications. We demonstrate how this dual-process framework reconciles contradictory findings regarding feedback interventions and individual differences in offloading behavior. By tracing the temporal evolution from belief-based anchoring to experience-driven updating, we explain why interventions show phase-specific effects and derive targeted pedagogical strategies for educators. Our analysis provides evidence-based guidance for optimizing offloading in diverse learning environments while mitigating risks of maladaptive tool reliance, offering a robust theoretical foundation that extends beyond existing reviews focused on specific paradigms or empirical synthesis.
Guo et al. (Sat,) studied this question.
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