The Regulatory Effect of Physical Activity on Perceived Fatigue from Digital Technology Use in Schools

The increased use of digital technologies in educational settings has raised concerns about their impact on students' physical and mental well-being, particularly regarding perceived fatigue. This study explores the extent to which physical activity can regulate perceived fatigue associated with digital technology use among middle school students. Using an explanatory mixed-methods design, the study was conducted with 108 sixth-grade students (ages 11-12) who were assigned to exercise, nonexercise, and control groups. A quasi-experimental pretest-posttest control group design was applied in the quantitative dimension, and the Fatigue Severity Scale (FSS) was used to assess fatigue levels before and after the use of different digital devices (computer, smartphone, tablet PC). A 3 × 2 split-plot repeated-measures analysis of variance (ANOVA) revealed a statistically significant decrease in perceived fatigue levels among students who performed stretching exercises following digital device use, while fatigue levels increased in the nonexercising group. Qualitative data from the exercising group indicated that students found the exercises enjoyable, health-promoting, and expressed a willingness to integrate them into their daily routines. This study contributes to the literature by demonstrating that simple, school-based physical activity interventions can effectively mitigate the negative physiological and psychological effects of technology use in educational contexts. The findings emphasize the need to incorporate structured physical activity, such as short classroom-based stretching exercises, into daily school routines. This approach may promote student well-being and academic engagement in increasingly digital learning environments and has direct implications for updating health promotion policies and behavior-focused interventions in schools.