Determinants of Zoom Fatigue Among Graduate Students of Teacher Education Program

Abstract

Videoconference applications gained popularity when online learning became the new way of delivering instruction at all levels of education including graduate programs. However, excessive videoconferencing led to reports of fatigue among its users. Identifying the factors contributing to the videoconference exhaustion experience of graduate students is necessary. This study examined Zoom fatigue and selected associated factors among graduate students. An electronic one-shot survey using the Zoom Exhaustion and Fatigue scale was conducted among 109 graduate students of the College of Teacher Education in the Philippines. Correlation and predictive analysis were performed. Results of the study demonstrated a moderate level of Zoom fatigue with the highest level of fatigue in the general fatigue dimension. Pearson’s correlation analysis revealed a significant inverse correlation between attitude toward videoconferencing and Zoom fatigue. Non-verbal mechanisms of mirror anxiety, feeling physically trapped, hyper gaze, and cognitive load in producing non-verbal cues were significantly positively related to Zoom fatigue. Regression analysis revealed that the sense of being physically trapped and cognitive load in producing non-verbal cues remained significant predictors of Zoom fatigue. While videoconferencing supported educational activities and made schooling possible during the global disease outbreak, it is recommended to be mindful of the non-verbal factors contributing to Zoom fatigue.

Analysis of Fatigue Among Nurse Educators in Brazilian Public Universities During the Covid-19 Pandemic

“…The participants also mentioned that situations constantly changed during the pandemic, making planning the next day or week challenging 20 . Others also mentioned the exhaustive administrative work accompanying this teaching modality, 15 added to the long hours of virtual meetings on videoconferencing platforms 7 .…”

“…All these challenges made educators feel unprepared. The excessive use of technology resulted in technostress, affecting these workers' physical and mental health, as digital and videoconferencing tools are considered more psychologically demanding 7 .…”

“…Therefore, the universities' educators needed to organize activities to combine teaching strategies, which required updated and dynamic planning 5 . In addition to the emotional overload caused by the new work demands, educators needed to deal with anxiety and concerns inherent to face-to-face classes during the pandemic, which became an indicator of illness and the development of fatigue 7 .…”

Distance learning and its relation to medical education in the present times

“…Zoom, en su versión gratuita, permite hasta un máximo de 100 espectadores, que en este caso serían los alumnos y el/la los/las docentes o facilitadores/as, la duración máxima de una videoconferencia en esta versión es de 40 minutos, es posible extenderse adquiriendo la versión pagada. (34,35) Otra cualidad interesante es la de compartir la pantalla del docente, también la de poder escribir sobre la pantalla que se está presentando, hasta incluso los espectadores pueden tomar el mando de la pantalla de quien presenta la clase, casi tanto como la situación en donde un docente invita al/la alumno/a a pasar al frente a resolver un problema en la pizarra.…”

Teenagers and Videoconference Fatigue: A Preliminary Analysis from an Affordance‐based Approach

“…Specifically, studies highlighted that VCF affects students’ well‐being (Okabe‐Miyamoto et al, 2022; Petchamé et al, 2022). Notably, these studies focused mainly on university students (de Oliveira Kubrusly Sobral et al, 2022; Massner, 2021; Moralista et al, 2022), and research on younger students (especially teenagers) is urgently needed.…”