Zoom Fatigue Research Articles

Describing Zoom exhaustion and fatigue in nursing students at a university in South Africa

Background: Online platforms have gained considerable support from students and lecturers post COVID-19, however they are associated with student exhaustion and fatigue.Aim: To determine Zoom exhaustion and fatigue in nursing students at a selected university in South Africa.Methods: A quantitative cross - sectional study was conducted in KwaZulu-Natal to collect data from 146 nursing students registered at the selected university for the 4-year Bachelor of Nursing programme. The Zoom Exhaustion and Fatigue Scale collected data on responses to domains of general fatigue, visual fatigue, social fatigue, motivational fatigue, and emotional fatigue. The data were analysed using the International Business Machines, Statistical Package for Social Sciences, version 26.0. Descriptive statistics were calculated for demographics, a total score was calculated and mean scores and 95% confidence intervals for the different domains were calculated. Mann Whitney U and Kruskal Wallis Independent Tests were calculated to determine associations between demographics and Zoom usage.Results: The overall Zoom exhaustion and fatigue score was 46.71 (s.d. = 10.50). The motivational fatigue construct had the highest mean score of 3.29 (s.d. = 0.83), followed by general (3.18 s.d. = 0.81), social (3.11, s.d. = 0.88), emotional (3.06, s.d. = 0.99) and visual fatigue (2.92, s.d. = 0.94).Conclusion: The study concluded that while the overall mean score indicated moderate levels of Zoom exhaustion and fatigue among respondents, majority of the respondents scored high levels ( 48) of Zoom fatigue. Students reported higher levels of motivational fatigue compared to the other 4 constructs.

Zoom fatigue related to online learning among medical students in Thailand: Prevalence, predictors, and association with depression.

Amidst the COVID-19 pandemic, the learning pattern of medical students shifted from onsite to online. This transition may contribute to what has been called "Zoom fatigue." This study aimed to evaluate the prevalence of Zoom fatigue related to online learning, identify associated factors of Zoom fatigue, and explore its correlation with depression among medical students during the COVID-19 pandemic. This cross-sectional study was conducted among 1st to 6th-year Thai medical students. The online survey was administered using a demographic and health behavior questionnaire, the Patient Health Questionnaire-9 (PHQ-9), and the Thai version of the Zoom Exhaustion & Fatigue Scale (ZEF-T). Among the 386 participating students, 221 (57%) were female, with a mean age of 20.6 years. The prevalence of high Zoom fatigue was 9.6%. In the multivariable regression analysis, a lower academic year and a higher number of online learning sessions were significant predictors of Zoom fatigue (p < 0.001), while regular exercise emerged as a protective factor (p = 0.009). The prevalence of depressive disorder was 61.9%, and a significant correlation was found between having a depressive disorder and experiencing Zoom fatigue (p = 0.004). Zoom fatigue among medical students was correlated with depression. Consequently, medical students experiencing Zoom fatigue should undergo further assessment for depression. It is crucial to closely monitor medical students in lower academic years with a high number of online sessions for signs of Zoom fatigue. Additionally, implementing strategies, such as reducing the frequency of online sessions and promoting regular exercise, may help alleviate the symptoms.

Fatigued individuals show increased conformity in virtual meetings

Virtual meetings are widespread in organizations despite being perceived as fatiguing; a phenomenon also known as Zoom fatigue. Research suggests that Zoom fatigue is stronger when the camera is on, potentially influencing individuals to conform to majority opinions during professional online meetings. Two preregistered studies were conducted to explore the relationships between camera use, Zoom fatigue, social presence, and conformity. Study 1 involved 287 participants describing a professional online meeting in terms of the content discussed as well as the study variables. Study 2 involved 64 participants in an experimentally manipulated online meeting (camera on vs. off), focusing on a personnel selection task. We measured how many times participants changed their answers to match the majority and how this was related to Zoom fatigue and self-reported conformity. Results from both studies indicated that camera use was not related to either conformity or Zoom fatigue. Despite not finding the presumed mediation effect, the studies showed a clear link between fatigue and conformity. The results explain the emergence of conformity in online meetings and provide practical information for the design of video conferences.

Excuse me professor, you’re on mute – a qualitative exploration of experiences of video conferencing and zoom fatigue in university students

ABSTRACT Background Despite the great feasibility of video conferencing platforms, concerns regarding Zoom fatigue, the exhaustion experienced after prolonged virtual meetings, arise. Although often examined from a quantitative standpoint, there remains a significant lack of qualitative exploration of Zoom fatigue. Objective This study aimed to explore Indian university students’ qualitative experiences with synchronous classes and zoom fatigue. Method Thematic Analysis (TA) was used to analyze in-depth interviews of 24 university students (age = 20.38 ± 1.74, 15 females) enrolled in synchronous courses, i.e. online courses attended by students at the same time they are delivered. Results Nine primary themes and ten sub-themes were identified by study participants for zoom-delivered courses: (i) beyond screen time; (ii) physical issues; (iii) anxiety; (iv) cognitive difficulties (difficulty in sustaining attention and remembering, multi-tasking, and distraction); (v) experiencing awkwardness (turn-taking and interruption, eye-contact, self-consciousness, and home environment); (vi) technological barriers and discomforts; (vii) lack of sympathy from instructors and administration (regarding self and family’s health and regarding technical glitches); (viii) mixed feelings toward instructors (ineffective teaching pedagogy and gratitude and admiration for instructors); and (ix) feeling gratitude. Conclusion Participants in this study were generally fatigued and dissatisfied with the experience of zoom-delivered classes. Addressing factors contributing to zoom fatigue can ensure the sustainability and effectiveness of synchronous learning.

Reducing Zoom Fatigue: Improving the Online Classroom through Andragogical and Technological Enhancements

Reducing Zoom Fatigue: Improving the Online Classroom through Andragogical and Technological Enhancements

Zoom fatigue related to online learning among medical students in Thailand: Prevalence, predictors, and association with depression

Background Amidst the COVID-19 pandemic, the learning pattern of medical students shifted from onsite to online. This transition may contribute to what has been called “Zoom fatigue.” This study aimed to evaluate the prevalence of Zoom fatigue related to online learning, identify associated factors of Zoom fatigue, and explore its correlation with depression among medical students during the COVID-19 pandemic. Methods This cross-sectional study was conducted among 1st to 6th-year Thai medical students. The online survey was administered using a demographic and health behavior questionnaire, the Patient Health Questionnaire-9 (PHQ-9), and the Thai version of the Zoom Exhaustion &amp; Fatigue Scale (ZEF-T). Results Among the 386 participating students, 221 (57%) were female, with a mean age of 20.6 years. The prevalence of high Zoom fatigue was 9.6%. In the multivariable regression analysis, a lower academic year and a higher number of online learning sessions were significant predictors of Zoom fatigue (p &lt; 0.001), while regular exercise emerged as a protective factor (p = 0.009). The prevalence of depressive disorder was 61.9%, and a significant correlation was found between having a depressive disorder and experiencing Zoom fatigue (p = 0.004). Conclusion Zoom fatigue among medical students was correlated with depression. Consequently, medical students experiencing Zoom fatigue should undergo further assessment for depression. It is crucial to closely monitor medical students in lower academic years with a high number of online sessions for signs of Zoom fatigue. Additionally, implementing strategies, such as reducing the frequency of online sessions and promoting regular exercise, may help alleviate the symptoms.

Gazing Heads: Investigating Gaze Perception in Video-Mediated Communication

Videoconferencing has become a ubiquitous medium for collaborative work. It does suffer however from various drawbacks such as zoom fatigue. This paper addresses the quality of user experience by exploring an enhanced system concept with the capability of conveying gaze and attention. Gazing Heads is a round-table virtual meeting concept that uses only a single screen per participant. It enables direct eye contact, and signals gaze via controlled head rotation. The technology to realise this novel concept is not quite mature though, so we built a camera-based simulation for four simultaneous videoconference users. We conducted a user study comparing Gazing Heads with a conventional “Tiled View” video conferencing system, for 20 groups of 4 people, on each of two tasks. The study found that head rotation clearly conveys gaze and strongly enhances the perception of attention. Measurements of turn-taking behaviour did not differ decisively between the two systems (though there were significant differences between the two tasks). A novel insight in comparison to prior studies is that there was a significant increase in mutual eye contact with Gazing Heads, and that users clearly felt more engaged, encouraged to participate and more socially present. Overall, participants expressed a clear preference for Gazing Heads. These results suggest that fully implementing the Gazing Heads concept, using modern computer vision technology as it matures, could significantly enhance the experience of videoconferencing.

Impacts of COVID-19 on Intimate Partner Violence Service Provision.

COVID-19 policies like stay-at-home orders impacted intimate partner violence (IPV) service provision in Alberta. Using intersectionality and qualitative semi-structured interviews, this article situates IPV and access to services and supports within multiple overlapping factors such as race, gender, class, and ethnic minority status. Two main themes were identified. First, the challenges within IPV service provision reflect the sectors' traditional and binary understanding and response to violence. Second, the move to virtual services brought challenges related to access to telecommunication facilities and zoom fatigue. Thematic analysis also shows the impact of the pandemic in a sector with existing structural/institutional challenges. We conclude by recommending a multi-level intersectional approach to IPV service provision in Alberta.

Videoconferencing and Sleep Quality in Slovenian University Students: Is There a Mediating Role of Zoom Fatigue?

Given the expanding utilisation of technology in educational settings, online learning has become a common teaching method. It prevailed during the Covid-19 pandemic, but the effects of attending videoconferences with active participation on psychological functioning have not yet been studied in detail. This article aimed to evaluate the relationship between videoconferencing and sleep quality – one of the crucial mechanisms promoting physical and mental well-being. Additionally, we were interested in the potential mediating role of videoconferencing fatigue in this relationship. The survey took place during the Covid-19 epidemic (in Spring 2021). Our results show a negative relationship between videoconferencing/screen device use and sleep quality and that this relationship is mediated by videoconferencing fatigue. Results of the further analysis revealed that perceived study suitability plays a significant role in determining to what extent the duration of videoconferences relates to feelings of videoconferencing fatigue. Our findings aid in understanding the relationships between videoconferencing, Zoom fatigue, and sleep better. They may be helpful in optimising remote learning today, as they remain frequently used in higher education worldwide.

Participatory presence – social connectedness through collaborative art practices

ABSTRACT In a post-Covid context, the term presence has become the subject of renewed academic focus, amplified by mass phenomena such as Zoom fatigue and online classroom teaching. The prism of new materialism allows for a new reading of relationships between technology and human sensing, physical and virtual presence and copresence, with possible design implications: Current research in public health and social-environment discourse is interested in the effect of presence on well-being. As a theoretical framework, new materialism provides a lens that foregrounds complex relations between affect and technology, enabling us, through interventions like the KIMA: Colour participatory artwork, to interrogate the broad discourse on mediated presence and social connectivity. This paper provides an overview of the AHRC-funded research project, 'p_ART_icipate!', which is a collaborative investigation led by the University of Greenwich, CNWL NHS Foundation Trust, and Brunel University. This paper describes one of the case studies within the project, ‘KIMA Colour’, a collaboration with the art collective Analema Group, the National Gallery and the Royal National Institute of the Blind (RNIB). The case study explores the effect of collective cultural experiences and participatory art on a sense of social connectivity and copresence. In collaboration with RNIB and a group of visually impaired individuals, the team asked how we can design meaningful and accessible online interfaces that actively contribute to a sense of ‘participatory presence’. Findings suggest a possible link between the experience, presence and social connectedness. This research aims to contribute to our understanding of participatory art and to provide recommendations for accessibility and facilitation designc for participatory online interfaces.

Meeting Bridges: Designing Information Artifacts that Bridge from Synchronous Meetings to Asynchronous Collaboration

A recent surge in remote meetings has led to complaints of Zoom fatigue" and collaboration overload," negatively impacting worker productivity and well-being. One way to alleviate the burden of meetings is to de-emphasize their synchronous participation by shifting work to and enabling sensemaking during post-meeting asynchronous activities. Towards this goal, we propose the design concept of meeting bridges, or information artifacts that can encapsulate meeting information towards bridging to and facilitating post-meeting activities. Through 13 interviews and a survey of 198 information workers, we learn how people use online meeting information after meetings are over, finding five main uses: as an archive, as task reminders, to onboard or support inclusion, for group sensemaking, and as a launching point for follow-on collaboration. However, we also find that current common meeting artifacts, such as notes and recordings, present challenges in serving as meeting bridges. After conducting co-design sessions with 16 participants, we distill key principles for the design of meeting bridges to optimally support asynchronous collaboration goals. Overall, our findings point to the opportunity of designing information artifacts that not only support users to access but also continue to transform and engage in meeting information post-meeting.

The structural relationships among online class related factors, zoom fatigue, learning engagement, perceived achievement, and class satisfaction in university online classes

The structural relationships among online class related factors, zoom fatigue, learning engagement, perceived achievement, and class satisfaction in university online classes

Zoom Fatigue Among Undergraduate Nursing Students: A Descriptive Study

Background: The COVID-19 pandemic has disrupted the global education system. The School of Nursing at UGM enforced a transition from face-to-face to blended learning. Delivery of synchronous online learning by utilizing video conferencing applications can trigger fatigue, hereafter referred to as Zoom fatigue. Fatigue may pose a physical and mental risk to students' social functioning and perceived safety; it may also decrease their ability to deal with problems and limit opportunities for fulfilling social needs. Therefore, evaluating Zoom fatigue among nursing students at the Faculty of Medicine, Public Health, and Nursing UGM is necessary. This study aims to describe Zoom fatigue among undergraduate students at the School of Nursing at UGM during the COVID-19 pandemic based on Zoom fatigue dimensions.Methods: This research is a quantitative descriptive study with a cross-sectional design. A total of 188 students from the second, third and fourth years were recruited with stratified random sampling. The Zoom Exhaustion and Fatigue Scale (ZEF) questionnaires tested for content validity and reliability with Cronbach alpha=0.909 were distributed to the students through Google Forms. Retrieved data in this study was explored using computer-based data analysis.Results: A total of 98 students (52.1%) were reported to have severe Zoom fatigue. Based on the five dimensions of fatigue, most participants (72.9%) suffered from general fatigue. Emotional fatigue was indicated in 122 students (64.9%), followed by social fatigue with 115 students (61.2%), motivational fatigue with 102 students (54.3%), and eyestrain with 99 students (52.7%).Conclusion: Undergraduate students at the School of Nursing at UGM suffered from severe Zoom fatigue, especially in the general fatigue dimension.

Medical Students’ Zoom Fatigue in a Thai Medical School During the COVID-19 Pandemic

Public concern about an emerging phenomenon of exhaustion during online studies, known as “Zoom fatigue”, is growing. This study evaluated Zoom fatigue and undergraduate medical students’ perceptions of online lectures. This cross-sectional study was conducted at a medical school in southern Thailand from September to October 2022 and included voluntary participation of first- to third-year medical students. The perception of Zoom fatigue was evaluated using the Zoom Exhaustion and Fatigue (ZEF) scale on a five-point Likert scale. One hundred twenty-five students responded to the questionnaire. Most participants experienced moderate Zoom fatigue, with a mean composite ZEF score of 2.82. The women were associated with high Zoom fatigue [odds ratio (OR) 2.87; 95% confidence interval (CI); 1.29–6.37, p = 0.01]. The median concentration time for online lectures was 60 min. It was found that 81.6% (n = 102) of students disagreed that Zoom lectures provided more interaction with their teachers than traditional lectures. Almost all students (93.6%, n = 117) preferred to turn off their cameras during class. Nearly half of them (49.6%, n = 62) disagreed that online lectures were better than traditional ones, whereas 28.8% (n = 36) were unsure. Most students had neutral or negative perceptions of online lectures. Therefore, strategic interventions are necessary to prevent or mitigate fatigue during online lectures.

Reframing videotelephony through coexistence and empathy in the third space

ABSTRACT Predicated on the telephone, the history of videotelephony has continually adopted a two-way model of communication between ‘newsreader’ participants, confined to boxes on a screen. This article identifies philosophical approaches and practical solutions to overcome this ‘horseless-carriage’ syndrome using a phenomenological methodology to reframe the concept of videotelephony as a third space encounter through the author’s telematic art practice. By reflecting on audience participation in the Installations Telematic Dreaming (1992) and Telematic Vision (1993) participants interact through a third-person self-image and transcend their physical vulnerabilities and self-conscious inhibitions to engage and identify through coexistence and empathy. These observations draw on analogies between Martin Heidegger’s ‘hammer’ and the television screen, and Maurice Merleau-Ponty’s ‘extension of bodily synthesis’ and the telepresent image of self. By drawing on these phenomenological approaches, the author’s AHRC research project Telepresence Stage (2022) responded to the mass entrapment of two-way videoconference apps during the COVID-19 lockdown, and the inevitable Zoom fatigue, to provide alternative fit-for-purpose telepresence solutions for the performing arts sector. The project exposes the flaws and misconceptions of conventional videotelephony by employing open-source resources and practical green-screen techniques to embody a shared third space between remote performers, arriving at alternative telepresence solutions for future coexistence.

Multilevel perceptions of the virtual delivery of the University of California Diabetes Prevention Program on RE-AIM domains due to COVID-19 mandates.

The University of California's Diabetes Prevention Program (UC DPP) Initiative was implemented across all 10 UC campuses in 2018. The COVID-19 pandemic and accompanying mandates required swift changes to program delivery, including pivoting from in-person to virtual delivery (i.e., Zoom). Our goal was to assess multilevel constituent perceptions of the use of a virtual platform to deliver UC DPP due to COVID-19 mandates. We conducted qualitative interviews with 68 UC DPP participants, coordinators, and leaders to examine the use of virtual platform delivery on the reach, effectiveness, adoption, implementation, and maintenance (RE-AIM) of UC DPP. Transcripts were analyzed using rapid qualitative analysis and emergent themes were categorized using domains corresponding to RE-AIM framework. Among UC DPP participants (n = 42), virtual delivery primarily impacted perceptions of UC DPP effectiveness and implementation. Some participants perceived program effectiveness to be negatively impacted, given their preference for in-person sessions, which they felt provided more engagement, peer support, and accountability. Implementation challenges included problems with virtual format (e.g., "Zoom fatigue"); however, several benefits were also noted (e.g., increased flexibility, maintenance of DPP connections during campus closures). UC DPP coordinators (n = 18) perceived virtual delivery as positively impacting UC DPP reach, since virtual platforms provided access for some who could not participate in-person, and negatively impacting effectiveness due to reduced engagement and lower peer support. UC leaders (n = 8) perceived that use of the virtual format had a positive impact on reach (e.g., increased availability, accessibility) and negatively impacted effectiveness (e.g., less intensive interactions on a virtual platform). Across constituent levels, the use of a virtual platform had little to no impact on perceptions of adoption and maintenance of UC DPP. Perceptions of the reach, effectiveness, and implementation of UC DPP using a virtual platform varied across constituents, although all groups noted a potential negative impact on overall program effectiveness. Unanticipated program adaptations, including virtual delivery, present potential benefits as well as perceived drawbacks, primarily across the effectiveness domain. Understanding differential constituent perceptions of the impact of virtual delivery can help maximize RE-AIM and inform future UC DPP delivery strategies.

Handling Overdispersion Problems in Multinomial Logistic Regression (Study Case in Stress Level Data)

The development of statistical methods also impacts the development of analytical methods. One analytical method in which this is the case is the multinomial logistic regression modeling method. In this method, we have more than two categories of the response variable. At this time, the data used in modeling has various problems, one of which is overdispersion. This is a condition where there is a correlation between the response variables. This paper will examine the performance of multinomial logistic regression when there is overdispersion present in the data. We will focus on implementing methods in the Stress Level Data, which is about student stress level due to ‘zoom fatigue’. The model selection is carried out using the stepwise method, where the best model is selected based on the smallest AIC value of the model candidates. The best model for our data shows that the performance of the multinomial logistic regression approach with overdispersion treatment is better than without allowing for overdispersion.

Videoconference fatigue: validation of the Italian translated Zoom Exhaustion and Fatigue Scale (ZEFS)

ABSTRACT Background The global COVID-19 pandemic prompted widespread lockdowns as governments sought to contain the spread of the virus and minimize fatalities. Measures such as the stay-at-home orders imposed in Italy and the suspension of non-essential economic activities disrupted work and education worldwide. Telework, previously used by only one in five workers, gained prominence, albeit unevenly across countries. The surge in telework required the extensive use of video conferencing platforms. However, prolonged use of these platforms led to ‘Zoom fatigue’, characterized by mental fatigue and exhaustion. Objectives The aim of this study is to validate the Zoom Exhaustion & Fatigue Scale (ZEFS) in its Italian version, examining its relationship with videoconferencing characteristics, and outcomes such as emotional exhaustion, sleep problems, and technostress. Method The study included a sample of 372 workers (50% female) who held video conferences at least once a week. They were asked to complete an online self-report questionnaire. Results The results confirmed the original structure of the scale and identified a second-order factor and the five dimensions of Zoom fatigue, namely general fatigue, visual fatigue, social fatigue, emotional fatigue, and motivational fatigue. In addition, Zoom fatigue was positively correlated with sleep problems, emotional exhaustion, techno-stressors, frequency of video conferences and burstiness, and negatively correlated with attitudes toward video conferences, confirming the construct validity of the ZEFS. Conclusions The present study suggests that the Italian version of the ZEFS is a psychometrically sound measure for assessing Zoom fatigue in the Italian working population. The practical implications are discussed.

Causes of Zoom Fatigue in Teachers During The New Normal During The New Normal Time

Zoom fatigue is fatigue, anxiety, or worry resulting from overuse of virtual video conferencing platforms. Teachers who spend more time a day with online teaching activities experience significantly more stress, which can cause teachers to experience Zoom fatigue events. This study uses a quantitative method with a cross sectional design. The population in this study were all teachers at public senior high school 1 Lubuk Pakam, totaling 74 teachers and a sample of 42 teachers. The data was collected using questionnaires and interviews and the data was processed using the chi-square test which aims to determine the factors associated with the occurrence of Zoom fatigue in teachers during the COVID-19 pandemic. The results showed that there was a relationship between the variable length of exposure and the incidence of Zoom fatigue (0.011) &lt; (0.05), a relationship between the technology problem variable and the incidence of Zoom fatigue (0.022) &lt; (0.05) and the relationship between student factor variables and incidence of Zoom fatigue (0.005) &lt; (0.05).Teachers said that they felt physically and emotionally exhausted while teaching online using the Zoom. The results of this study are expected to be taken into consideration by teachers to take time to stretch for 10-20 minutes after online teaching activities and provide time for the body and mind to rest for a moment looking at the computer/laptop screen.

Hardiness and Zoom Fatigue on Nursing Students: A Cross-Sectional Study in Indonesia During Online Learning.

The Covid-19 pandemic caused a change in learning methods to online learning. Zoom fatigue is a problem that many students experience during online learning. Zoom fatigue has an impact on physical and psychological problems so that it disrupts the online learning process. Hardiness is needed by students in order to adapt to online learning. The purpose of this study was to determine the relationship between hardiness and zoom fatigue in nursing students at Universitas Padjadjaran. This study used a quantitative approach with a cross-sectional study design. The sample technique used total sampling. Respondents were 480 nursing students at Universitas Padjadjaran. The research instrument used the Zoom Exhaustion & Fatigue Scale questionnaire and the Hardiness Instrument for the Online Learning. This study shows that almost half of the respondents have a medium hardiness level category (45%) and a zoom level of medium fatigue category (46.67%). The results of the analysis show that there is a significant negative relationship between hardiness and zoom fatigue in nursing students at Universitas Padjadjaran. The higher the student's hardiness level, the lower the student's zoom fatigue level. High hardiness can increase focus during the learning process, increase student participation, and reduce stress and fatigue in students during online learning. Lecturers and students need to collaborate to improve the learning process and repeat mental health problems during online learning. This data forms the basis for university and school nurses in providing interventions for nursing students to reduce the problem of zoom fatigue.