The Impact of Coursework Demand and Learning Engagement on Mental Fatigue in Online College Students

The purpose of this study was to examine the relationships among coursework demand, course value, learning engagement, and mental fatigue among online undergraduate students in the United States. Data was collected through a panel survey involving 415 online student complete responses across the study variables. Structural Equation Modeling (SEM) was employed to analyze the relationships between the variables of interest. The findings revealed that coursework demand exerted a direct positive effect on mental fatigue, meaning higher demand leads to more fatigue. In contrast, course value indirectly reduced mental fatigue by positively enhancing learning engagement. Furthermore, learning engagement had a direct negative impact on mental fatigue, suggesting that higher levels of engagement may function as a potential buffer against the negative effects of increased coursework demand. While the variables in the current model have been examined individually in prior research, this study explored the mechanisms of the relevant variables and the pathways through which they affect mental fatigue, particularly among online learning populations who are more susceptible to experiencing online learning fatigue. The current findings therefore have significant implications for public health and higher education, suggesting that interventions focused on carefully adjusting coursework demand, increasing course value, and boosting learning engagement could be an effective strategy to mitigate mental fatigue and promote the overall well-being of college students.