Investigating Autistic Traits, Social Phobia, Fear of COVID-19, and Internet Use Disorder variables in the context of Videoconference Fatigue

In response to the coronavirus disease 2019 (COVID-19) pandemic, many individuals turned to synchronous online video communication technologies as a substitute for real-world face-to-face interactions. Evidence indicates that some users of such technologies show symptoms of exhaustion and fatigue during and after videoconferences – this phenomenon is referred to as Videoconference Fatigue (VC fatigue). Research characterizing the possible vulnerability factors for VC fatigue is still scarce and considered to be in its early stage. Contributing to closing this gap in the existing literature is the motivation for the present study. Survey data was collected from 311 German-speaking participants to explore the relationships of VC fatigue with several psychological factors including autistic traits, social phobia, Fear of COVID-19, tendencies towards Internet Use Disorders (IUD tendencies), and Fear of Missing Out (FoMO, trait and state variables). Results showed that VC fatigue was significantly positively correlated with all of these psychological factors, and mediation analyses provided further evidence for the positive association between autistic traits and VC fatigue. Specifically, the relationship between autistic traits and VC fatigue was mediated by Fear of COVID-19 and IUD tendencies rather than social phobia, with the latter being a preregistered hypothesis. This study adds to the literature by revealing several possible vulnerability factors associated with VC fatigue. In essence, the present work sheds light on the complex association between autistic traits and VC fatigue. We discuss the implications of our study as well as its limitations and potential avenues for future research.

Virtual reality against Zoom fatigue? A field study on the teaching and learning experience in interactive video and VR conferencing.

Aim: During the COVID-19 pandemic, the absence of in-person teaching was partially compensated for through videoconferencing. However, lecturers complain that students do not participate actively in video-based online seminars. One reason cited for this is Zoom fatigue. Conferences in virtual reality (VR), accessible with and without head-mounted display, represent one potential remedy to this issue. The research to date does not shed any light on the (1.) teaching experience, (2.) student demand, (3.) learning experience (including participation and social presence), and (4.) learning performance (declarative and spatial) associated with VR conferences. The present work will compare these aspects for videoconferencing, independent study, and - in the case of teaching experience - with in-person teaching. Methods: A compulsory seminar in General Physiology was offered during the 2020/21 winter semester and the 2021 summer semester as part of the Human Medicine program at the Faculty of Medicine at Ulm University. The seminars were offered in three different formats with identical content: (a) VR conference, (b) video conference, and (c) independent study, with students selecting the format of their choice. In the VR conferences, the lecturer taught using a head-mounted display while students participated via PC, laptop, or tablet. The learning experience and learning performance were assessed using questionnaires and a knowledge test. A semi-structured interview was conducted to assess the VR teaching experience. Results: The lecturer's teaching experience in the VR conferences was similar to in-person teaching. Students predominantly chose independent study and videoconferencing. The latter resulted in worse outcomes with regard to learning experience (including participation and social presence) and spatial learning performance than the VR conferences. Declarative learning performance differed only slightly between teaching formats. Conclusions: VR conferencing offers lecturers new didactic opportunities and a teaching experience similar to that of in-person teaching. Students prefer time-efficient videoconferencing and independent study, but rate participation and social presence, among other things, higher in VR conferencing. If faculty and students are open to the technology, VR conferencing can promote interactive exchange in online seminars. This subjective assessment is not associated with better declarative learning performance.

Validity and reliability of the Thai version of the Zoom Exhaustion and Fatigue Scale (ZEF-T)

Objective: Overuse of video conferencing during the COVID-19 pandemic may contribute to the new mental health problem called 'Zoom fatigue'. This study examined convergent validity, factor validity, internal consistency and test-retest reliability of the Thai version of the Zoom Exhaustion & Fatigue Scale (ZEF-T). Method(s): The participants were 386 medical students from Thammasat University. Convergent validity was based on comparing ZEF-T scores with the Maslach Burnout Inventory-Student Survey (MBI-SS). Confirmatory factor analysis (CFA) was done to examine factor validity. Test-retest reliability was evaluated in 25 participants using intraclass correlation coefficient (ICC) and Bland-Altman plot. Result(s): The ZEF-T demonstrated a positive correlation with emotional exhaustion of MBI-SS. (r = 0.42, p < 0.001). The CFA showed a satisfactory fit and supported the five-factor model with acceptable fit statistics. All items had factor loading of more than 0.7. Internal consistency and test-retest reliability of the total ZEF-T scores was excellent with the alpha of 0.93 and ICC 0.94 (p < 0.001), respectively. Conclusion(s): The ZEF-T was shown to be a valid and reliable assessment for measuring zoom fatigue in Thai university students.Copyright © 2023 IACFS/ME.

ZOOM FATIGUE IN PAKISTANI UNIVERSITY TEACHERS

Zoom fatigue is defined as the tiredness, worries, or exhaustion that is caused by over use of computer-generated ways of communication. The present investigation focused on exploration of phenomenon of zoom fatigue in University Teachers. Qualitative research design followed by thematic analysis technique was core paradigm of the study. Data collection was carried out from Universities of Faisalabad, Sargodha and Lahore districts of Punjab province of Pakistan. The purposive sample comprising of participants (N=20) participant who taught at university level with only zoom platform were included. A semi-structured interview based questionnaire was used to collect the data. In thematic analysis, 07 themes and 23 sub-themes were emerged. Themes appeared in the study include zoom utilization challenges, physical health issues, psychological concerns, connectivity fret, home life opinion and social life disturbances and on-campus classe preferences. In Pakistan, zoom has been seen as less effective mode of learning particularly for poor signal coverage area inhabitants. However, this study has brought attention to certain recognised aspects, such as internet and health and mental health-related issues.

Confirmatory factor analysis of a Zoom fatigue scale and its psychological correlates: a study on Indian students

Background: The internet-based remote learning and pedagogical revolution in the era of the covid pandemic has contributed to the boom in video conferencing technologies and resulted in new phenomena of exhaustion and fatigue experienced during virtual meetings. Objective(s): To examine the psychometric properties of the Zoom Exhaustion and Fatigue Scale (ZEFS) in the Indian university student population and to explore its impact on mental health. Method(s): Five hundred and seven students participated in this study and 484 completed the ZEFS and the Depression, Anxiety, and Stress Scale (DASS) via online survey. Psychometric validation of the ZEFS was performed with confirmatory factor analysis and reliability was assessed with Cronbach alpha and composite reliability. Pearson correlations were used to explore the relationship between the ZEFS and the DASS. Result(s): The results showed excellent reliability of the full ZEFS scale with a high Cronbach alpha and composite reliability score (0.94). The validity of the ZEFS within the Indian student sample was supported with favorable fit indices (CFI = 0.968, GFI = 0.932, AGFI = 0.897, CMIN/DF = 3.198, RMSEA = 0.06) consistent with the original factor structure. The Depression, Anxiety, and Stress scales of the DASS were found to be significantly correlated with Zoom fatigue (p <.01). Conclusion(s): Our data suggest that the Indian version of the ZEFS is a psychometrically sound measure to assess Zoom fatigue in the Indian student population.Copyright © 2023 IACFS/ME.

Understanding "Zoom fatigue": A mixed-method approach

Video conference meetings, which became frequent during the COVID-19 pandemic, might result in exhaustion (so-called "Zoom fatigue"). However, only little is known about "Zoom fatigue," the objective characteristics shaping it, and the subjective experiences eliciting this phenomenon. Gaining this knowledge is critical for understanding work life during the pandemic. Study 1, a within-person quantitative investigation, tested whether video conferences are exhausting and if objective characteristics (i.e. meeting size, meeting duration, and the presence of the supervisor) moderate "Zoom fatigue". Employees from Germany and Israel (N = 81) participated in a 2-week study, with meetings nested within persons (n = 988). Results showed that video conferences are exhausting-more than meetings held through other media. However, objective characteristics did not moderate this relationship. In Study 2, qualitative data from Germany and Israel (N = 53) revealed employees' subjective experiences in video conferences that may lead to "Zoom fatigue". These include, for example, experiences of loss and comparison with the "good old times" before the pandemic. Employees suggested ways to mitigate "Zoom fatigue," particularly, better management of meetings by leaders. Our results provide empirical support for "Zoom fatigue" and suggest which subjective experiences elicit this phenomenon, opening directions for research and practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Academic experiences of "Zoom-fatigue" as a virtual streaming phenomenon during the COVID-19 pandemic

This phenomenological exploratory multiple-case study design was conducted at an open distance e-learning university and a traditional contact residential university, and it was found that the participants viewed video conferencing under the COVID-19 lockdown period as an exhausting experience. A second major finding revealed that the participants were empowered with digital literacy skills to use video conferencing effectively. The current findings add to a growing body of literature on video conferencing with a focus on Zoom fatigue. Further research might explore the lived Zoom experiences of administrators, students, and a larger group of faculties over a longer period. The study findings must be considered when planning and implementing video conferencing for academics and students in open distance e-learning contexts. This study showed that video conferencing is one tool in the emergence of a digital zoom revolution that has radically changed the workspace. The evidence from this study suggests that Zoom fatigue is a reality check for work-related health management. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Working Online During the Contemporary COVID-19 Pandemic.

Within the psychoanalytic school there has been substantial and ongoing debate about the efficacy of teleanalysis. However, as a result of the current COVID-19 pandemic and the online work with which the Jungian analytic community has now had to engage, this paper initially focuses on analysts' actual experiences of working by teleanalysis. These experiences highlight a range of issues like "Zoom fatigue", "online disinhibition", dissonance, confidentiality, the frame and working with new patients. Alongside these issues, there were ample experiences by analysts of both productive psychotherapy apace with analytic work involving transference and countertransference phenomena, all indicating that a genuine and good enough analytic process can occur with teleanalysis. An overview of the research and literature both prior to the pandemic and as a result of it, confirms the validity of these experiences so long as analysts are cognizant of the specifics of such an online modality. Conclusions to do with the question, "what have we learned?", alongside training, ethics and supervision issues are subsequently discussed.

Au sein de l'école psychanalytique il y a encore un grand débat sur l'efficacité de la télé-analyse. Toutefois, du fait de la pandémie actuelle de COVID-19 et du travail en ligne que la communauté analytique Jungienne a dû entreprendre, cet article se concentre initialement sur les expériences actuelles de l'analyste dans l'analyse en ligne. Ces expériences soulignent une variété de problèmes tels la « fatigue Zoom ¼, la « désinhibition en ligne ¼, la dissonance, la confidentialité, le cadre, et commencer avec de nouveaux patients. Aux côtés de ces questions il y a eu pour les analystes nombre d'expériences à la fois de psychothérapie productive et de travail analytique, contenant des phénomènes de transfert-contretransfert. Cela indique qu'un processus authentique et convenable du point de vue analytique peut avoir lieu dans la télé-analyse. Un repérage des recherches et de la documentation effectuées à la fois avant la pandémie et suite à celle-ci confirme la validité de ces expériences, du moment que les analystes sont conscients de ce qui est spécifique à une telle modalité. L'article aborde ensuite des conclusions sur la question de ce que l'on a appris, sur la formation, l'éthique et la supervision.

Dentro de la escuela psicoanalítica ha habido un debate sustancial y continuo sobre la eficacia del teleanálisis. Sin embargo, como resultado de la actual pandemia de COVID-19 y el trabajo en línea con el que la comunidad analítica junguiana ha tenido que comprometerse, este artículo se centra inicialmente en las experiencias reales de los analistas de trabajar vía teleanálisis. Estas experiencias ponen de relieve una serie de cuestiones como la "fatiga de Zoom", la "desinhibición en línea", la disonancia, la confidencialidad, el marco y el trabajo con nuevos pacientes. Junto a estas cuestiones, hubo amplias experiencias por parte de los analistas tanto de psicoterapia productiva como de trabajo analítico con fenómenos de transferencia y contratransferencia, todo lo cual indica que puede darse un proceso analítico genuino y suficientemente bueno con el teleanálisis. Una visión general de la investigación y la literatura, tanto antes de la pandemia, y también como resultado de ella, confirma la validez de estas experiencias siempre y cuando los analistas sean conscientes de las especificidades de esta modalidad virtual. Posteriormente se discuten las conclusiones relacionadas con la pregunta "¿qué hemos aprendido?", junto con cuestiones de formación, ética y supervisión.

Videoconferencing fatigue and online student engagement among Filipino senior high school students: A mixed methods study

Introduction: The ubiquity of online classes during the COVID-19 pandemic induced the widespread use of videoconferencing applications. However, the prolonged use of these applications can lead to videoconferencing fatigue. Drawing from an online survey sample of 215 senior high school students from a selected private university in Manila, Philippines, this mixed methods study examines videoconferencing fatigue and its relationship with online student engagement (OSE) during the COVID-19 pandemic. Materials and methods: This study utilized a convergent triangulation research design. The quantitative strand was cross-sectional in nature. The constructs were measured using the Zoom Exhaustion and Fatigue Scale and Online Student Engagement Scale. Bivariate and multivariate statistical tests were used to determine the significance of the relationships between variables. The qualitative strand utilized a descriptive design. Narrative data were collected through an open-ended survey question and analyzed using content analysis. Results: Quantitative results indicate moderate to high levels of videoconferencing fatigue among student respondents. Moreover, higher levels of OSE were observed among those who endured higher visual fatigue and attended videoconferences more days a week. Qualitative findings demonstrate various manifestations of videoconferencing fatigue among students and relate it with decreased energy to perform academic tasks and learning absorption. However, the qualitative analysis also reveals students' perceived need for videoconferencing to learn online. Discussion: The nuanced insights from both strands highlight that despite their perceived negative impacts of videoconferencing, students had to tolerate visual videoconferencing fatigue in order to engage meaningfully in online classes. Copyright © 2022 Dacillo, Dizon, Ong, Pingol and Cleofas.

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

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. © 2022 Dechema e.V.. All rights reserved.

Facial Appearance Dissatisfaction Explains Differences in Zoom Fatigue.

Viewing self-video during videoconferences potentially causes negative self-focused attention that contributes to virtual meeting (VM) or "Zoom" fatigue. The present research examines this proposition, focusing on facial dissatisfaction-feeling unhappy about one's own facial appearance-as a potential psychological mechanism of VM fatigue. A study of survey responses from a panel of 613 adults found that VM fatigue was 14.9 percent higher for women than for men, and 11.1 percent higher for Asian than for White participants. These gender and race/ethnicity differences were found to be mediated by facial dissatisfaction. This study replicates earlier VM fatigue research, extends the theoretical understanding of facial dissatisfaction as a psychological mechanism of VM fatigue, and suggests that practical approaches to mitigating VM fatigue could include implementing technological features that reduce self-focused attention during VMs (e.g., employing avatars).

COVID-19 Pandemi Sürecinde Ortaya Çıkan Yeni Bir Kavram: Zoom Yorgunluğu

The pandemic process, which has been announced all over the world due to COVID-19 and has been going on for about two year, has profoundly affected the lives of individuals, causing changes in many areas of life. Especially in the field of education, face-to-face education was suspended, and distance education was started, and the distance education process became widespread and became the new normal of life brought by the pandemic process. In this new normal, individuals have started to spend a large part of their daily life online in front of technological devices. It has been determined that individuals who carry out all kinds of activities through online platforms use the Zoom application most frequently and Zoom is an important component of the lives of individuals. The fact that individuals spend most of the day on Zoom for different reasons has led to the emergence of physical, cognitive and psychological problems. All the problems experienced as a result of excessive, unconscious and uncontrolled use of Zoom are expressed as Zoom fatigue in the literature. In this study, the concept of Zoom fatigue, which is seen as the new problem of the digital age, is discussed within the framework of the literature. In particular, the emergence of the concept of Zoom fatigue, the way it is defined, its basic causes, its biological and neuropsychological explanation, its effects on individuals and what should be done to reduce these effects are examined in detail. It is believed that this study, which is thought to be a current and original subject, will make significant contributions particularly to the national literature. (English) [ FROM AUTHOR] COVID-19 nedeniyle tüm dünyada ilan edilen ve yaklaşık iki yıldır devam eden pandemi süreci, bireylerin hayatını derinden etkileyerek birçok yaşam alanında değişiklikler yaşanmasına sebep olmaktadır. Özellikle eğitim alanında yüz yüze eğitime ara verilerek uzaktan eğitime geçilmiş ve uzaktan eğitim süreci yaygınlaşarak pandeminin getirdiği hayatın yeni normali haline gelmiştir. Bu yeni normal içerisinde bireyler günlük hayatın büyük bir kısmını teknolojik aletlerin başında çevrim içi olarak geçirmeye başlamıştır. Her türlü aktiviteyi çevrim içi platformlar üzerinden gerçekleştiren bireylerin son zamanlarda sıklıkla Zoom uygulamasını kullandıkları ve Zoom'un bireylerin yaşamının önemli bir bileşeni olduğu belirlenmiştir. Bireylerin Zoom'da farklı sebepler ile günün büyük bir çoğunluğunu geçirmesi fiziksel, bilişsel ve psikolojik açıdan sorunların ortaya çıkmasına neden olmuştur. Aşırı, bilinçsiz ve kontrolsüz Zoom kullanımı sonucunda yaşanan tüm sorunlar alanyazında Zoom yorgunluğu olarak ifade edilmiştir. Bu çalışmada dijital çağın yeni problemi olarak görülen Zoom yorgunluğu kavramı, alanyazın çerçevesinde ele alınmaktadır. Özellikle Zoom yorgunluğu kavramının ortaya çıkışı, tanımlanması, temel sebepleri, biyolojik ve nöropsikolojik açıdan açıklanması ve bireyler üzerindeki etkileri ile bu etkilerin azaltılabilmesi için neler yapılması gerektiği detaylı olarak incelenmektedir. Güncel ve özgün bir konu olduğu düşünülen bu çalışmanın ulusal alanyazına önemli katkılar sağlayacağına inanılmaktadır. (Turkish) [ FROM AUTHOR] Copyright of Human & Society / Ínsan ve Toplum is the property of Scientific Studies Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

On the associations between videoconference fatigue, burnout and depression including personality associations.

Videoconference fatigue (hereafter VC fatigue) presents a new psychological construct, which gained momentum in course of the COVID-19 pandemic with the rise of videoconferences taking place in everyday (work-)life. In order to better characterize VC fatigue, it is of importance not only to investigate associations with age, gender and personality (as has been done earlier and will be revisited). Besides, it is crucial to shed light on relevant psychopathological constructs co-occurring with VC fatigue. In the present survey study, based on data from N = 311 participants recruited via the Internet we investigated the associations between VC fatigue, burnout and depression, and we specifically took the personality trait neuroticism as potential predisposing variable into account. These four constructs were robustly positively associated with each other. Moreover, mediation analyses revealed that the positive associations between neuroticism and burnout/depression might in parts be mediated by VC fatigue. However, future studies are needed to disentangle cause and effect between the aforementioned variables. The present study, to our knowledge, is among the first to reveal associations between VC fatigue and psychopathologies. Moreover, in this paper we present a German version of the Zoom Exhaustion & Fatigue scale (ZEF) by Fauville and colleagues.

Lights, cameras (on), action! Camera usage during Zoom classes facilitates student engagement without increasing fatigue

Videoconference software such as Zoom has facilitated the recent pandemic-fueled explosion in online learning. In two field studies, we explored how students having their cameras on versus off affected their engagement during and their fatigue after a large online lecture-based class. In a longitudinal study (Study 1), we observed N = 65 students enrolled in two online university courses for several weeks (Nobs = 319);we found that when students had their cameras on, they were more engaged-but not more fatigued-than when they had their cameras off. In a subsequent affective forecasting study (Study 2), conducted a year later when classes were back in-person, we asked 81 students across the same two university courses to predict how they would feel if they had their cameras on versus off during a particular class session. Consistent with students' actual experiences in Study 1, students in Study 2 expected to feel more engaged when their cameras were on than when they were off. Contrary to our findings in Study 1, students in Study 2 predicted that having their cameras on would increase their fatigue. In sum, our findings suggest that, at least in the context of large online lectures, students may overestimate the cost of having their cameras on, and that student camera usage can increase engagement without increasing fatigue. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Facilitated Tabletop Games in a Mediated Environment

Tabletop games that require the aid of a human facilitator are typically designed for a physical environment. However, during the COVID-19 pandemic, lockdown measures prevented people from gathering. Therefore, tabletop games were sometimes played and facilitated in a mediated environment using online communication tools instead. But this setting possibly deteriorates the players’ game experience. To understand the effect of playing facilitated tabletop games in a mediated environment we measured the player experience of the game Cue Kitchen in a mixed-method study comparing physical and mediated game sessions. Forty-four players played eleven game sessions, three in a physical environment and eight in a mediated environment. Of all seven dimensions of game experience measured, only one differed significantly between the two experimental conditions: players in a mediated environment became significantly more tired than players in a physical environment. The qualitative results explained why: players in a physical setting can wander off, while players in an online setting have to stay focused on their screen and, therefore, grow more tired. The research results suggest that facilitated tabletop games may be played in a mediated environment instead of a physical environment, without significant loss of player experience. © 2022, Springer Nature Switzerland AG.

TASK LEVEL DECREASE COMMITMENT DUE TO ZOOM FATIGUE IN NURSING FACULTY, PADJADJARAN UNIVERSITY

The Covid-19 pandemic that hit the world, Indonesia is no exception, has had a huge impact on various sectors, one of which is the education sector. Many activities that must be done online cause students to experience fatigue commonly called zoom fatigue and affect the task commitment level of students. The purpose of this study was to determine the relationship between Zoom fatigue and level tasks commitment on the students-level I Faculty of Nursing, University of Padjadjaran. This type of research is quantitative with a descriptive correlation design. The data collection technique used in this study is a questionnaire using google forms. The instrument used in this study is the Zoom fatigue & Fatigue Scale to measure zoom fatigue and the Task Commitment level Scale to measure task commitment levels. Data analysis conducted in this study is to use Rank spearman to test the hypothesis test. The results of data analysis conducted using the Spearman correlation technique obtained a sig value of 0.119 > 0.05 then it was concluded that there is no significant relationship between Zoom fatigue and task commitment level in Level I Students of the Faculty of Nursing, University of Padjadjaran. Researchers are further advised to identify also related to other variables that affect the level of task commitment such as punishment, reward, and praise, as well as environmental conditions. [ FROM AUTHOR] Copyright of Eduvest: Journal Of Universal Studies is the property of Green Publisher and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Avoid Zoom Fatigue, Be Present and Learn

This paper explores plausible reasons why some students report having more difficulty learning online, predominantly in Zoom synchronous classes, and suggests strategies that students can do to optimize their learning. During anonymous classroom observations, approximately 80% of 350 college students polled indicated it was harder to focus their attention and stay present while taking classes online. They also reported experiencing more isolation, anxiety, and depression compared to face-to-face classes, although much of this may be due to COVID-19 social isolation. Students often appear nonresponsive when attending online synchronous Zoom classes that negatively impacts the nonverbal dynamics of student–instructor interactions. Communication issues includes internet challenges, lack of facial expressions, body appearance, and movement. Students also report that it is more challenging to maintain attention, especially when they are multitasking. Suggested strategies are to optimize learning that includes arranging the camera so that you are visible, using active facial and body responses as if you are communicating to just one person face-to-face, configuring your body and environment (sitting upright and creating unique cues for each specific task), reducing multitasking and notifications, and optimizing arousal and vision regeneration.

A National Study of Zoom Fatigue and Mental Health During the COVID-19 Pandemic: Implications for Future Remote Work.

Overuse of videoconferencing for work may contribute to what has been called "Zoom fatigue": feeling anxious, socially isolated, or emotionally exhausted due to lack of social connection. Given implications for employee well-being, this study investigated Zoom fatigue at work and its potential link to mental health symptoms. A national survey of mental health symptoms was conducted in the United States during the COVID-19 pandemic in August 2020. Adults (n = 902) endorsing a shift at work to videoconferencing completed an online survey; survey criteria included an age minimum of 22 years and reported annual gross income of <$75,000. Statistical raking was employed to weight the sample using U.S. census data on geographic region, age, gender, race, and ethnicity. A three-item Zoom Fatigue Scale measuring perceived stress, isolation, and depression associated with videoconferencing at work showed good internal consistency (α = 0.85). Higher scores on this scale were related to being married, nonwhite race, post-high school education, severe mental illness, greater loneliness, lower social support, lacking money for food, and more weekly videoconference calls. Depressive symptoms demonstrated a significant association with Zoom fatigue, even when adjusting for demographic, psychosocial, and clinical covariates. The study findings indicated that employers and employees should consider a complex array of individual-level and environment-level factors when assessing how videoconferencing at work may engender stress, social isolation, and emotional exhaustion. This impact could adversely impact mental health, work productivity, and quality of life, even after the COVID-19 pandemic.

Zoom Fatigue, Psychological Distress, Life Satisfaction, and Academic Well-Being.

Little is known about the psychological consequences of the recently increased utilization of videoconferencing, which has enabled life to proceed as close to normal as possible during the COVID-19 pandemic. To understand the psychological consequences of this recent global lifestyle change in different populations, the psychometric validation of the Zoom Exhaustion and Fatigue Scale (ZEFS) and the relationship of this construct with academic well-being, mental well-being, and life satisfaction are presented. In a sample of 470 Turkish university students (57 percent female, Mage = 20.26 ± 2.18, ranging between 18 and 33 years), first-order and second-order confirmatory factor analyses confirmed the construct validity of the scale, and the item response theory results yielded appropriate item difficulty and discrimination. ZEFS scores were significantly and positively associated with anxiety, depression, and stress, and negatively associated with life satisfaction and academic well-being, supporting the scale's concurrent validity. Incremental validity was shown with mediational models demonstrating significant and separate indirect effects of Zoom exhaustion and fatigue on life satisfaction and academic well-being, both mediated by psychological distress. The results suggest ZEFS to be a valid and reliable tool to evaluate the psychological consequences of videoconferencing, which has globally increased during the COVID-19 pandemic, in non-Western samples. By showing the relationships of Zoom exhaustion and fatigue with psychological distress, life satisfaction, and academic well-being, the present study highlights potential avenues to be addressed to protect the mental well-being of all individuals who have integrated videoconferencing as part of their daily lives.

Understanding “Zoom fatigue”: A mixed‐method approach: International Review of Applied Psychology

Video conference meetings, which became frequent during the COVID‐19 pandemic, might result in exhaustion (so‐called “Zoom fatigue”). However, only little is known about “Zoom fatigue,” the objective characteristics shaping it, and the subjective experiences eliciting this phenomenon. Gaining this knowledge is critical for understanding work life during the pandemic. Study 1, a within‐person quantitative investigation, tested whether video conferences are exhausting and if objective characteristics (i.e. meeting size, meeting duration, and the presence of the supervisor) moderate “Zoom fatigue”. Employees from Germany and Israel (N = 81) participated in a 2‐week study, with meetings nested within persons (n = 988). Results showed that video conferences are exhausting—more than meetings held through other media. However, objective characteristics did not moderate this relationship. In Study 2, qualitative data from Germany and Israel (N = 53) revealed employees' subjective experiences in video conferences that may lead to “Zoom fatigue”. These include, for example, experiences of loss and comparison with the “good old times” before the pandemic. Employees suggested ways to mitigate “Zoom fatigue,” particularly, better management of meetings by leaders. Our results provide empirical support for “Zoom fatigue” and suggest which subjective experiences elicit this phenomenon, opening directions for research and practice.