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

Abstract

IntroductionThe 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 methodsThis 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.ResultsQuantitative 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.DiscussionThe 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.

University students’ experience of online space while engaging in synchronous learning via videoconferencing amidst the pandemic

“…Third, although there are technical restrictions to experiencing the sense of presence in virtual classrooms, various instructional methods and intentional efforts can be employed to enhance encounters among participants. Since prolonged participation in online learning may lead to videoconferencing fatigue which may in turn affect student engagement ( Dacillo et al, 2022 ), students should have the option to manage their own cameras and microphones. Moreover, other ways to project one’s presence in online classrooms should be considered because making direct eye contact with a person on the screen is structurally impossible ( Lanier, 2001 ).…”

Understanding the Phenomenon of Webinar Fatigue as Experienced by Filipino Professional Teachers

“…According to Cuervo et al (2018), working from home using ICT can create tension, anxiety, exhaustion, and decreased job satisfaction, impairing emotional well-being. Furthermore, Ozamiz-Etxebarria et al (2021) discovered that many teachers suffered from anxiety, stress, and depression when the schools and universities reopened, which was reported to cause irritability and moodiness (Dacillo et al, 2022). Having impaired emotional well-being caused by prolonged participation in webinars was also supported by the studies of Fauville et al (2021) and Elbogen et al ( 2022)…”

The Role of Curiosity to Study Engagement of Students in Gymnastics: Extrapolating Reciprocity

“…According to Charkhabi et al (2019), there is a positive relationship between students' level of engagement in their academic pursuits and their internal motivation to acquire knowledge and progress in their educational endeavors. This notion encompasses multiple areas, specifically cognitive (demonstrated through a commitment to attaining expertise and the capacity to flexibly address challenges), affective (indicated by a sense of recognition and a favorable attitude towards education), and behavioral domains (exhibited through active engagement by students and the adoption of beneficial behaviors within an educational context) (da Fonseca et al, 2023;de Toro et al, 2023). The conceptualization of study engagement has three distinct elements, specifically Vigor (VIG), Dedication (DED), and Absorption (ABS), derived from the three domains as proposed by Jaya and Ariyanto (2021).…”

“…According to Kassab et al (2023), the student demonstrates a cognitive orientation marked by a constructive inclination, indicating a notable commitment to the educational processes and objectives. Absorption, according to Dacillo et al (2022), is a cognitive state marked by an intensified perception of proficiency, complete concentration, and profound engagement in one's scholarly pursuits. This domain is characterized by the presence of a significantly elevated perception of competence in relation to the acquisition and comprehension of content.…”