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Factors predicting videoconferencing fatigue among higher education faculty
Ryan Michael F Oducado1, Ma Asuncion Christine V Dequilla1, Joselito F Villaruz1
1West Visayas State University, Iloilo City, La Paz Philippines.
Education and Information Technologies
|April 11, 2022
Summary
Videoconferencing fatigue is a moderate issue for Filipino higher education faculty. Key predictors include attitude, feeling trapped, mirror anxiety, personality, and meeting schedules, impacting the virtual learning experience.
Area of Science:
- Educational Technology
- Psychology of Technology
- Higher Education Studies
Background:
- The COVID-19 pandemic accelerated the adoption of remote learning and videoconferencing technologies.
- A notable increase in user exhaustion and fatigue during virtual meetings has been observed.
- Understanding the factors contributing to this fatigue is crucial for optimizing online education.
Purpose of the Study:
- To investigate the predictors of videoconferencing fatigue among higher education faculty in the Philippines.
- To identify specific factors contributing to Zoom Exhaustion and Fatigue (ZEF) in an academic context.
- To provide data-driven recommendations for mitigating fatigue in virtual academic environments.
Main Methods:
- A cross-sectional study involving 322 higher education faculty members in the Philippines.
- Online survey utilizing the Zoom Exhaustion and Fatigue (ZEF) scale as the primary instrument.
- Multiple linear regression analysis was employed to identify significant predictors of videoconferencing fatigue.
Main Results:
- The composite score for videoconferencing fatigue among faculty was 3.35 out of 5, indicating a moderate level of fatigue.
- Significant predictors identified include faculty attitude, a sense of being physically trapped, mirror anxiety, and the emotional stability domain of personality.
- The interval and duration of videoconferences were also found to be significant predictors of fatigue.
Conclusions:
- Videoconferencing fatigue is a prevalent concern for higher education faculty, influenced by psychological and logistical factors.
- Addressing faculty attitudes, environmental stressors (physical trapping, mirror anxiety), personality traits, and meeting parameters is essential.
- Developing targeted interventions based on these findings can enhance the virtual meeting experience and support faculty well-being in online education.
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