Zoom fatigue and its risk factors in online learning during the COVID-19 pandemic

Salim, Jonathan; Tandy, Sutiono; Arnindita, Jannatin Nisa; Wibisono, Jacobus Jeno; Haryanto, Moses Rizky; Wibisono, Maria Georgina

doi:10.13181/mji.oa.225703

Cited by 33 publications

(24 citation statements)

References 31 publications

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“…Virtual platform communication is more mentally exhausting than traditional face-toface communication [22]. While a high fatigue level was reported among undergraduate nursing students [23], comparable levels of fatigue were noted in the Stanford study [18], among Indonesian university students [14], and Filipino teachers [8]. Approximately 41-56% prevalence of Zoom fatigue was reported among medical school students in Brazil [19].…”

Section: Discussionmentioning

confidence: 98%

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Determinants of Zoom Fatigue Among Graduate Students of Teacher Education Program

Moralista¹,

Oducado

Robles

et al. 2022

Int. J. Emerg. Technol. Learn.

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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.

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Section: Discussionmentioning

confidence: 98%

“…Meanwhile, there is also a growing body of evidence on Zoom meetings' likely negative physical and psychological consequences [12][13][14][15]. Overuse of technology has resulted in technostress affecting physical and mental health [16].…”

Section: Introductionmentioning

confidence: 99%

Determinants of Zoom Fatigue Among Graduate Students of Teacher Education Program

Moralista¹,

Oducado

Robles

et al. 2022

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…It is interesting to note that the majority of cases in both groups showed the presence of fatigue—in 56.5% of the controls and in 80% of the participants affected by COVID-19—which could be related to the intense academic period (given that most of the participants of our study were students) [ 32 ]. One of the means of combating the pandemic has become social isolation and online learning, which, according to research, leads to greater psychological stress and fatigue among students than the traditional format of education [ 33 , 34 ].…”

Section: Discussionmentioning

confidence: 99%

The Impact of Mild COVID-19 on Executive Functioning and Mental Health Outcomes in Young Adults

et al. 2022

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COVID-19 is associated with a range of long-lasting symptoms related to cognitive and psycho-emotional spheres. Even mild cases of the disease can lead to persistent cognitive deficits and deterioration of the psycho-emotional state. The purpose of our study was to examine the presence and frequency of psycho-emotional disorders and cognitive deficits in students who recovered from mild form of COVID-19. A total of 40 COVID-19 survivors and 25 healthy controls participated in our study. We assessed three core cognitive functions (inhibition, working memory, task-switching), reaction time and motor speed. We also assessed depression, anxiety and fatigue with self-report questionnaires. The COVID-19 group manifested increased depression and decreased inhibition in comparison with the controls. Our results show that even in young adults who have recovered from mild COVID-19, there are persisting cognitive and psycho-emotional deficits.

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“…Learning apps can be accessed repeatedly without worrying about missing the teacher's ongoing lesson or online presentation. As a result, it may be a viable option for reducing learning fatigue in children, both mentally and physically, and keeping children away from long periods of video conferencing attendance that could potentially cause Zoom Fatigue (Salim & Tandy, 2022).…”

Section: Effectiveness and Efficiencymentioning

confidence: 99%

“…The learning process is carried out remotely, communication is carried out using video conferences, and the presentation of learning materials and evaluation of learning is carried out online with a home-based activity format. Video conferencing as a communication medium has subtly led to Zoom Fatigue due to the long duration of time allocated for video conferences (Fauville, 2021;Salim & Tandy, 2022). Zoom fatigue is a condition that describes the fatigue associated with the excessive use of virtual communication platforms (Wolf, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Playful Augmented Reality Media for Teaching Early-Primary Students

Fadhli¹,

Purnomo

Utami³

et al. 2022

ECGBL

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Hybrid learning has become the only solution to ensure the learning process still occurs in place of traditional classroom activities during the Covid-19 pandemic. Following this condition, the phenomenon of "Zoom Fatigue" has emerged. Some of the symptoms reported are decreased learning motivation, low attention, and reduced responses. Thus, a refresher process, including the use of new playful and frugal learning media is necessary for varying children's learning activities. A learning intervention was designed to teach anatomy playfully as part of a biology curriculum. The Augmented Reality technology used in this research is a Humanoid 4D+ mobile application with flashcards, developed by Octagon Studio. This media displays information virtually on a smartphone screen when the application uses the camera to scan flashcards containing visual markers. A hybrid learning space is formed as students can see information virtually. But, physically, they are in control because they run applications and choose the type of flashcard they want to scan. The research was undertaken in several learning parks in Solo City, Central Java Province, Indonesia, with a total of 43 volunteer teachers and 132 early primary students participating. Previously, the ACES team (part of a UKRI funded project) had provided online training on the use of this media with teachers. Each teacher would then implement the media for all students in each learning park. The teachers demonstrate the media and each student takes turns running the application to view information virtually, therefore experiencing interactive learning. The qualitative approach was conducted for capturing teachers’ perceptions of Augmented Reality media. A survey using the JISC online platform was distributed to capture participants’ reflections on the activities and media used. Based on findings, the media appears beneficial, effective, and efficient for teaching anatomy concepts. Its virtual features can attract the children’s attention and teachers do not need to bring a lot of physical teaching aids, just one application to explain all organ system concepts. Students can learn playfully on their own and feel new learning experiences. The results indicated that the intervention could create playful and frugal activities which build student engagement as a potential solution to address issues of Zoom Fatigue. The next stage of the project will involve volunteer teachers implementing the technology more widely in their classes.

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Zoom fatigue and its risk factors in online learning during the COVID-19 pandemic

Cited by 33 publications

References 31 publications

Determinants of Zoom Fatigue Among Graduate Students of Teacher Education Program

Determinants of Zoom Fatigue Among Graduate Students of Teacher Education Program

The Impact of Mild COVID-19 on Executive Functioning and Mental Health Outcomes in Young Adults

The Effectiveness of Playful Augmented Reality Media for Teaching Early-Primary Students

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