Zoom Exhaustion & Fatigue Scale

Exploring the links between type and content of virtual background use during videoconferencing and videoconference fatigue

The popularity of remote working in recent years has led to a rise in the use of videoconferencing tools. However, these communication tools have also given rise to a phenomenon known as videoconference fatigue (VF). Using the limited capacity model of motivated mediated message processing and impression management theory as the theoretical framework, this study explores how different types and content of virtual backgrounds in videoconferencing influence people's VF and well-being. A survey of 610 users of videoconferencing tools revealed significant variations in the content and type of virtual backgrounds used during videoconferences. Our findings highlight three main points: first, there is a significant relationship between the use of virtual backgrounds and VF; second, pairwise comparisons showed that the type of virtual background significantly influences the amount of VF experienced by users; third, the content of virtual backgrounds also significantly impacts the level of VF experienced by users. These results suggest that careful selection of virtual backgrounds can mitigate VF and improve user well-being. Theoretical and practical implications are discussed.

An Assessment of the Efficacy of an Online Pain Management Programme During the Covid-19 Pandemic

BACKGROUND

Following the outbreak of the Covid-19 pandemic and associated social distancing requirements, Pain Services were no longer able to deliver face-to-face Pain Management Programmes (PMP). As an alternative, the Bury Integrated Pain Service developed an interactive, online programme, delivered via Microsoft Teams videoconferencing technology. However, the efficacy of such programmes is unclear. The aim of this project was to assess whether comparable results were observed with online PMPs as with face-to-face PMPs.

METHODS

A non-inferiority study comparing patients attending an online PMP to a historical cohort of patients attending face-to-face PMPs. Analyses of variance were performed to assess between group differences and chi squared tests to compare the proportion of patients making clinically meaningful changes in pain, musculoskeletal health, anxiety, depression and self-efficacy.

RESULTS

24% of patients (n = 9) deemed suitable for the online PMP were unable to participate due to technological difficulties. This resulted in 28 people attending the online PMP. Greater mean reductions in anxiety (GAD-7 mean difference = 1.9; p < 0.05) and depression (PHQ-9 mean difference 3.3; p < 0.05) were observed with face-to-face PMP and a greater proportion of patients made clinically meaningful improvements in musculoskeletal health (face-to-face = 13; online = 5), anxiety (face-to-face = 7; online = 1), and depression (face-to-face = 11; online = 2).

CONCLUSIONS

Some patients appear to obtain significant benefit from online PMPs, but this appeared to be to a lesser extent than face-to-face PMPs. It is possible that factors related to the experience of the pandemic influenced these results. However, online PMPs appear to show some promise and further research is warranted to explore the value of online PMPs.

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 & 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 < 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.

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.

Perceiving Others Through a Screen: Are First Impressions of Personality Accurate and Normative via Videoconferencing?

The use of videoconferencing platforms has globally risen to facilitate face-to-face communication since the onset of COVID-19. But how do our first impressions of people we meet on Zoom compare to in-person interactions? Specifically, do we view others' personalities as accurately (in line with their unique personality) and normatively (in line with the average, desirable personality) as in-person? Across two Zoom first-impression round-robin studies (exploratory study: N = 567, Dyads = 3,053; preregistered replication: N = 371, Dyads = 1,961), which we compared to an in-person round-robin study (N = 306; Dyads = 1,682), people viewed others' personalities as accurately and as normatively on Zoom as in-person. Moreover, people better liked interaction partners they viewed more accurately and normatively. However, in interactions of poorer audio-video quality, people viewed others less accurately, less normatively, and liked them less. Overall, through a screen, our impressions of others are as accurate and normative as face-to-face, but it depends on the quality of that screen.

Does Self-View Mode Generate More Videoconferencing Fatigue in Women than Men? An Experiment Using EEG Signals

The ability to see or hide one's own image is a typical feature of videoconferencing platforms. Previous research, informed primarily by self-reported data, has suggested that enabling self-view mode is associated with videoconferencing fatigue, particularly for women. Our goal in this study is to test this assumption by gathering neurophysiological evidence. We conducted an experiment using electroencephalography (EEG) with 32 volunteers (16 men and 16 women), who each participated in a live video meeting with the self-view mode both on and off. Our findings confirm the effects of self-view on fatigue, with significantly greater alpha activity when self-view was on than when it was off. Alpha activity did not change significantly across a 20-minute session, and was not significantly different for men or women. Thus, our study does not replicate previous findings that women experience greater videoconferencing fatigue because of the increased self-awareness generated when viewing themselves on a screen. We discuss why our EEG findings may diverge from prior self-reported studies.

The experience of stuttering in everyday life among adults who stutter: The impact of trait social anxiety and the social situations

PURPOSE

The purpose of this study was to investigate the emotional and stuttering experience of adults who stutter (AWS) in everyday life, and how that experience may be shaped by personal (i.e., trait social anxiety) and situational factors (i.e., social partner reaction, communication channel type, social closeness, stuttering knowledge).

METHOD

AWS completed ecological momentary assessments on their smartphones multiple times a day for up to three weeks. Data (n = 62) were analyzed with multilevel models to determine how situational factors and trait social anxiety influence the Negative Affect (NA), Positive Affect (PA), and self-reported stuttering severity of AWS.

RESULTS

Results indicated that having high (vs. low) trait social anxiety was associated with a tendency to experience high NA, low PA, and high self-reported stuttering severity among AWS. A range of situational factors significantly influenced the within-person variation of NA, PA, and self-reported stuttering severity in everyday life. In addition, interacting with distant social partners relative to being alone heightened NA, and the effect was more prominent among AWS with high (vs. low) trait social anxiety.

CONCLUSIONS

Overall, the findings suggest that the variation of affects and stuttering severity among AWS can be partly accounted for by factors from both the situational and personal levels. Clinicians should be aware of the low PA experienced by AWS who have high (vs low) trait social anxiety in everyday life.

Virtual reality, face-to-face, and 2D video conferencing differently impact fatigue, creativity, flow, and decision-making in workplace dynamics

Digital communication technologies are rapidly evolving, and understanding their impact on group dynamics and cognitive performance in professional settings becomes central. This study investigates the psychological impact of different interaction settings-two-dimensional Video Conferencing (VC), Face-To-Face (FTF), and Virtual Reality (VR)-on group dynamics, cognitive performance, and aspects of well-being in a professional context. Utilizing a sample of 40 participants from a large Italian electricity transmission company, the study employs a within-subjects design to explore various metrics, including flow, creativity, fatigue and aspects of interaction. The results indicate that FTF interactions are optimal for idea generation and task absorption. VR, although initially more fatiguing for first-time users, fosters a more collaborative and peaceful environment, encouraging participants to engage more openly with each other. VC was found to be the least fatiguing, but also the least engaging in terms of task absorption and idea generation. Additionally, age-related differences were observed, particularly in the perception of motivational and emotional fatigue in the VR setting. The study provides empirical evidence supporting the integration of VR in professional settings for specific types of meetings, while also highlighting the limitations and areas for future research. These findings have implications for organizational well-being, cognitive ergonomics, and the evolving landscape of remote work technologies.

Videoconference fatigue from a neurophysiological perspective: experimental evidence based on electroencephalography (EEG) and electrocardiography (ECG)

In the recent past, many organizations and people have substituted face-to-face meetings with videoconferences. Among others, tools like Zoom, Teams, and Webex have become the "new normal" of human social interaction in many domains (e.g., business, education). However, this radical adoption and extensive use of videoconferencing tools also has a dark side, referred to as videoconference fatigue (VCF). To date only self-report evidence has shown that VCF is a serious issue. However, based on self-reports alone it is hardly possible to provide a comprehensive understanding of a cognitive phenomenon like VCF. Against this background, we examined VCF also from a neurophysiological perspective. Specifically, we collected and analyzed electroencephalography (continuous and event-related) and electrocardiography (heart rate and heart rate variability) data to investigate whether VCF can also be proven on a neurophysiological level. We conducted a laboratory experiment based on a within-subjects design (N = 35). The study context was a university lecture, which was given in a face-to-face and videoconferencing format. In essence, the neurophysiological data-together with questionnaire data that we also collected-show that 50 min videoconferencing, if compared to a face-to-face condition, results in changes in the human nervous system which, based on existing literature, can undoubtedly be interpreted as fatigue. Thus, individuals and organizations must not ignore the fatigue potential of videoconferencing. A major implication of our study is that videoconferencing should be considered as a possible complement to face-to-face interaction, but not as a substitute.

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

Introduction

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.

Aim

The purpose of this study was to determine the relationship between hardiness and zoom fatigue in nursing students at Universitas Padjadjaran.

Methods

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.

Results

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.

Conclusion

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.

From basic science to clinical practice: Can cognitive behavioural therapy tasks be augmented with enhanced episodic specificity?

Individuals with depression typically remember their past in a generalised manner, at the cost of retrieving specific event memories. This may impair engagement with cognitive behavioural therapy (CBT) tasks that use concrete episodic information to challenge maladaptive beliefs, potentially limiting their therapeutic benefit. Study 1 demonstrated that an episodic specificity induction increased detail and specificity of autobiographical memory in people with major depression, relative to control conditions (N = 88). We therefore examined whether the induction enhanced the efficacy of CBT tasks that depend on episodic memory - cognitive reappraisal (Study 2, N = 30), evidence gathering (Study 2, N = 30), and planning behavioural experiments (Study 3a, N = 30). Across all three tasks, there were no significant differences in emotion- or belief-change between the specificity and control conditions. Although the induction temporarily enhanced specificity in depressed individuals, it did not significantly augment the efficacy of CBT tasks theorised to benefit from the use of specific mnemonic information.

Students' perception on immersive learning through 2D and 3D metaverse platforms

The main purpose of this paper is to add empirical data to the nascent field of metaverse learning and teaching by examining factors affecting student participation and their perceived experiences of different metaverse platforms. For data collection, 57 Korean undergraduates participated in a self-administered questionnaire and a short reflective essay regarding their experiences on three metaverse platforms (ifland, Gather Town, & Frame VR). For data analysis, exploratory factor analysis was first executed to derive the underlying factors that can explain student participation in metaverse platforms. The social and interactive learning as well as individualized and behavioral learning were identified as two main contributing factors. While the three platforms had no statistical difference in terms of social presence, students' sentimentally perceived differences among them. The sentiment analysis shows that 60.00% of ifland users were positive, followed by 53.66% of Frame VR users and 51.22% of Gather Town users. Furthermore, the additional keyword analysis shows why students expressed the perceived experiences of each platform in a different way. Given that the success of metaverse instruction can be dependent upon whether students regard it as beneficial, such measurements of student perception on the effectiveness of learning on metaverse platforms can offer meaningful recommendations for tech-savvy educators.

Association of scopophobia with online learning fatigue among medical students in Brazil

BACKGROUND

Scopophobia can be described in the medical field as the fear of being watched or stared at. Despite the relevance of scopophobia in remote learning scenarios, which have always existed and have been largely expanded during the pandemic in medical education, studies on this topic are exceedingly rare worldwide. Hence, to fill up this gap, a cross-sectional study of medical students was developed to assess the association of scopophobia with the prevalence of online learning fatigue.

METHODS

A cross-sectional, quantitative, analytical study was carried out in Medical Schools of Brazil. To assess the risk of scopophobia, questions were developed, based on the literature on the topic. The Zoom Exhaustion & Fatigue Scale (ZEF) was used, and the questions have currently been validated for Brazilian Portuguese. Logistic regression models were also used to assess the relationship of scopophobia risk and ZEF scores.

RESULTS

A total of 283 students from Brazil participated in the study. The median age was 23 years, and 64% of the participants were female. In total, 14.5% were considered to be at high risk for scopophobia. It was found that after adjusting for sex, income and number of residents in the household, scopophobia and the total zoom fatigue score remained associated. For the total score, each additional point on the scale increased the chance of scopophobia by 3%, and for the overall domain, 19% (p-values < 0.05).

CONCLUSIONS

In conclusion, this study shows a relevant prevalence of students with scopophobia, which requires a differentiated approach on the part of teachers. The causes of scopophobia are often specific and have a psychological origin that goes beyond the usual pedagogical management. Therefore, motivation strategies are necessary in a general, as well as an individualized manner, aiming to favor the improvement of the online teaching and learning process.

Virtual (Zoom) Interactions Alter Conversational Behavior and Interbrain Coherence

A growing number of social interactions are taking place virtually on videoconferencing platforms. Here, we explore potential effects of virtual interactions on observed behavior, subjective experience, and neural "single-brain" and "interbrain" activity via functional near-infrared spectroscopy neuroimaging. We scanned a total of 36 human dyads (72 participants, 36 males, 36 females) who engaged in three naturalistic tasks (i.e., problem-solving, creative-innovation, socio-emotional task) in either an in-person or virtual (Zoom) condition. We also coded cooperative behavior from audio recordings. We observed reduced conversational turn-taking behavior during the virtual condition. Given that conversational turn-taking was associated with other metrics of positive social interaction (e.g., subjective cooperation and task performance), this measure may be an indicator of prosocial interaction. In addition, we observed altered patterns of averaged and dynamic interbrain coherence in virtual interactions. Interbrain coherence patterns that were characteristic of the virtual condition were associated with reduced conversational turn-taking. These insights can inform the design and engineering of the next generation of videoconferencing technology.SIGNIFICANCE STATEMENT Videoconferencing has become an integral part of our lives. Whether this technology impacts behavior and neurobiology is not well understood. We explored potential effects of virtual interaction on social behavior, brain activity, and interbrain coupling. We found that virtual interactions were characterized by patterns of interbrain coupling that were negatively implicated in cooperation. Our findings are consistent with the perspective that videoconferencing technology adversely affects individuals and dyads during social interaction. As virtual interactions become even more necessary, improving the design of videoconferencing technology will be crucial for supporting effective communication.

Liminal design: A conceptual framework and three-step approach for developing technology that delivers transcendence and deeper experiences

As ubiquitous technology is increasingly mediating our relationships with the world and others, we argue that the sublime is struggling to find room in product design primarily aimed at commercial and transactional goals such as speed and efficiency. We suggest a new category of products to promote deeper and more meaningful experiences, specifically those offering liminality, transcendence, and personal transformation. This paper introduces a conceptual framework and three-step design approach looking at narrative participation in design through abstractions to promote, hold and deepen more complex emotions. We explore implications from a theoretical point of view and suggest product examples for how the model might be applied in practice.

The effect of student engagement strategies in online instruction for data management skills

Evaluating the effectiveness of teaching methods for synchronous online instruction is integral to fostering student engagement and maximizing student learning, particularly in one-time workshops or seminars. Using the lens of social constructivism theory, this study investigated the effect of different approaches of synchronous online instruction on the development of graduate students' research data management (RDM) skills during the post-pandemic era. One experimental group received teacher-centered instruction primarily via lecture and the second experimental group received student-centered instruction with active learning activities. A one-way ANCOVA was used to compare the post-test RDM scores between one control group and the two experimental groups, while controlling for the impact of their pre-test RDM scores. Both experimental groups who received online RDM instruction scored higher than participants from the control group who received no instruction. Additionally, our results indicated that learners who were exposed to more engaged and collaborative instruction demonstrated higher learning outcomes than students who received teacher-centered instruction. These findings suggest that interactive teaching that actively engages the audience is essential for successful synchronous online learning. Simply transferring a lecture-based approach to online teaching will not result in optimal student engagement and learning. The interactive online instructional strategies used in this study (e.g., collective note-taking, Google Jamboard activities) can be applied to any instructional content to engage learners and enhance student learning.

Pilot longitudinal kidney transplant transition program promotes peer connections and transition readiness

BACKGROUND

Adolescents who have received a kidney transplant are at high risk of graft rejection and transplant-related comorbidities around the time of transition from pediatric to adult care. While there has been a progress in tracking transition readiness, further work is needed to prepare adolescents for healthcare transitions. We describe a longitudinal cohort-based transition curriculum designed to prepare kidney transplant recipients for adult transplant care.

METHODS

Adolescent kidney transplant recipients aged 17 and older participated in the pilot cohort of the 2-year transition curriculum. Session topics included communication with the healthcare team, insurance, job skills, reflective practice, reproductive health, medications, and adult clinic introduction. Surveys were given to obtain narrative feedback, assess participant self-management behavior, and track curriculum knowledge.

RESULTS

Each participant attended an average of two sessions, with 18 out of 30 eligible adolescents participating in at least one session. After transitioning to a virtual platform, there was increased attendance of participants who live greater than 150 miles from the transplant center. Adolescents highlighted the value of the program's group structure to relate to and learn from other participants.

CONCLUSIONS

The pilot transition program successfully provided adolescent kidney transplant recipients the opportunity to learn alongside their peers and gain interdisciplinary knowledge to prepare for healthcare transition. The program converted to a virtual platform during the COVID-19 pandemic, with increased accessibility for participants who live further from the transplant center. Group-based programming for adolescents should be enhanced to further prepare them for transitions to adult medicine.

"Seeing and Being Seen" or Just "Seeing" in a Smart Classroom Context When Videoconferencing: A User Experience-Based Qualitative Research on the Use of Cameras

This research examines the form in which undergraduates use video cameras during videoconferencing class sessions in a Smart Classroom context and, more specifically, the reasons why a considerable number of students opt to turn off their cameras when videoconferencing during the sessions while others keep them on. The study was carried out in an institution that had previously switched from face-to-face teaching to an Emergency Remote Teaching solution, initially adopted in 2019-2020 to cope with the COVID-19 pandemic restrictions. Findings suggest that using cameras when videoconferencing is associated with increasing and enhancing the interaction between the student and the rest of the class, although not all students agreed with this conclusion. In addition, having the video cameras switched fomented socialization and improved the overall online learning experience for students. However, the surveyed students pointed out diverse negative elements, such as why they had to turn on their personal cameras, privacy concerns, and limitations derived from the available technology infrastructure, in addition to other factors such as distractions, anxiety, and cognitive load. This work discusses how these elements can influence the well-being and the user experience of the students, both positively and negatively.

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, M_age = 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.

Factors predicting videoconferencing fatigue among higher education faculty

The online remote learning revolution in the era of the pandemic has resulted in the massive explosion of videoconferencing technologies. The emergence of a new phenomenon of exhaustion and fatigue experienced during virtual meetings is evident. This study examined the predictors of videoconferencing fatigue among higher education faculty in the Philippines. A total of 322 faculty participated in this cross-sectional study. The online survey was administered using the Zoom Exhaustion and Fatigue scale as the primary data collection tool. Significant predictors of videoconferencing fatigue were identified using the multiple linear regression analysis. The results indicated that the videoconference fatigue composite score of the faculty was 3.35 out of 5 suggesting a moderate level of fatigue. Significant predictors of videoconferencing fatigue among higher education faculty include attitude, sense of being physically trapped, mirror anxiety, emotional stability domain of personality, interval between videoconferences, and duration of videoconferences. For better videoconferencing experience among faculty, mechanisms to ease fatigue during virtual meetings may be proposed based on the study result.

Videoconference Fatigue: A Conceptual Analysis

Videoconferencing (VC) is a type of online meeting that allows two or more participants from different locations to engage in live multi-directional audio-visual communication and collaboration (e.g., via screen sharing). The COVID-19 pandemic has induced a boom in both private and professional videoconferencing in the early 2020s that elicited controversial public and academic debates about its pros and cons. One main concern has been the phenomenon of videoconference fatigue. The aim of this conceptual review article is to contribute to the conceptual clarification of VC fatigue. We use the popular and succinct label "Zoom fatigue" interchangeably with the more generic label "videoconference fatigue" and define it as the experience of fatigue during and/or after a videoconference, regardless of the specific VC system used. We followed a structured eight-phase process of conceptual analysis that led to a conceptual model of VC fatigue with four key causal dimensions: (1) personal factors, (2) organizational factors, (3) technological factors, and (4) environmental factors. We present this 4D model describing the respective dimensions with their sub-dimensions based on theories, available evidence, and media coverage. The 4D-model is meant to help researchers advance empirical research on videoconference fatigue.