Skip to main content

Advertisement

SpringerLink
Log in

The structural relationships among online class related factors, zoom fatigue, learning engagement, perceived achievement, and class satisfaction in university online classes

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

The purpose of this study is to identify the structural relationships among online class related factors, zoom fatigue, learning engagement, perceived achievement, and class satisfaction in a university distance learning context. The study analyzed 265 responses from K University in Korea. The key findings of the study are first, situational factors of online class usage, personal factors of online class attitudes, agreeableness and conscientiousness, technical issue of environmental factors, and non-verbal overload (cognitive) factors of interaction factors had significant effects on zoom fatigue. Second, personal characteristics directly affect the study’s outcome variables, perceived achievement and class satisfaction in online classes. Third, online class attitude, agreeableness, conscientiousness, technical issue, and non-verbal overload (cognitive) had significant indirect effects on perceived achievement and class satisfaction through the dual mediation of zoom fatigue and learning engagement. Fourth, zoom fatigue did not have a direct effect on perceived achievement and class satisfaction, but had a negative and significant effect on learning engagement, and learning engagement had a positive and significant direct effect on perceived achievement and class satisfaction. Fifth, learning engagement fully mediated the relationship between zoom fatigue, perceived achievement, and class satisfaction. Zoom fatigue has a negative and significant effect on learning engagement, and learning engagement has a positive and significant effect on perceived achievement and class satisfaction. Based on these findings, the study discusses implications for university instructors on effective design and implementation of real-time video lectures and proposes avenues for future research, considering the study’s significance and limitations.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

Data availability

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to ethical restrictions.

References

  • Ahn, J. M., & Lee, K. O. (2021). Structural relationships among Preservice Early Childhood teachers’ passion for Teaching, E-learning readiness, self-regulated learning ability and learning outcomes in untact situations. The Journal of Learner-Centered Curriculum and Instruction, 21(9), 529–542.

    Google Scholar 

  • An, H. R., & Shin, H. C. (2020). A study on the Influence of Non-face-to-face Education Service Quality on Learning Commitment and education satisfaction: Focused on students majoring in tourism. Journal of Tourism and Leisure Research, 32(11), 363–384.

    Article  Google Scholar 

  • Bae, S. Y., & Kim, J. S. (2020). The study on the improvement of real-time online Korean classes: Focusing on students satisfaction survey. International Language and Literature, 47, 377–411.

    Google Scholar 

  • Bailenson, J. N. (2021). Nonverbal overload: A theoretical argument for the causes of zoom fatigue. Technology Mind and Behavior, 2(1), 1–6.

    Article  Google Scholar 

  • Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, Perceived Learning, and game experiences. Computers & Education, 70, 65–79.

    Article  Google Scholar 

  • Chen, E., Kaczmarek, K., & Ohyama, H. (2020). Student perceptions of distance learning strategies during COVID-19. Journal of Dental Education, 85(1), 1190–1191. https://doi.org/10.1002/jdd.12339.

    Article  Google Scholar 

  • Cho, Y. K. (2021). The Effect of e-learning readiness on perceived Learner’s achievements in online Korean language classes. The Journal of Learner-Centered Curriculum and Instruction, 21(17), 697–706.

  • Choi, W. S., & Ahn, K. Y. (2020). The effects of Learning Service Quality and Interaction of Uncontact Learning in College of Culinary & Food Service on Learning Immersion and Learning Achievement. Culinary Science & Hospitality Research, 26(11), 12–26.

    Google Scholar 

  • Choi, E. Y., & Shin, N. M. (2020). The relationship between SNS fatigue and University Students’ behaviors of Academic Procrastination and Learning Flow. Journal of Knowledge Information Technology and Systems, 15(3), 373–382.

    Google Scholar 

  • Cotich, C. (2021). How to transform students with zoom fatigue into engaged participants. Revista Triangulo, 14(1), 165–174.

    Article  Google Scholar 

  • Döring, N., Moor, K. D., Fiedler, M., Schoenenberg, K., & Raake, A. (2022). Videoconference fatigue: A conceptual analysis. International Journal of Environmental Research and Public Health, 19(2061), 1–20. https://doi.org/10.3390/ijerph19042061.

    Article  Google Scholar 

  • Fauville, G., Luo, M., Queiroz, A. C. M., Bailenson, J. N., & Hancock, J. (2021). Nonverbal mechanisms predict zoom fatigue and explain why women experience higher levels than men. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3820035.

    Article  Google Scholar 

  • Ha, Y. S., & Kwak, M. K. (2021). A phenomenological study on the Psychological Adaptation of Elementary School students to the activation of non-face-to-face classes due to coronavirus(COVID-19). Journal of Learner-Centered Curriculum and Instruction, 21(16), 665–679.

    Google Scholar 

  • Han, H. J., & Yang, J. H. (2021). Analysis of factors affecting the satisfaction of remote classes at universities according to COVID-19. The Korean Society For The Study Of Sociology Of Education Proceeding, 59–74.

  • Hwang, S. H., & Park, M. R. (2021). A study on the factors influencing students’ learning flow and learning outcomes of real-time online learning in a Korean university. Multimedia Assisted Language Learning, 24(2), 130–153.

    Google Scholar 

  • Jacquez, O. F. R., Tupaz, G., Santiago, A., & Drew, S. A. (2021). Feeling Fatigued: A Comparison between Measures of Zoom Fatigue and In-Person Fatigue. Technology, Mind & Society 2021 Conference Proceedings.

  • Jeon, B. (2020). A phenomenological study on the online learning experience of University students who participated in Learning Consulting. The Journal of Humanities and Social Sciences, 21(3), 1375–1386.

    Google Scholar 

  • Jeon, S. J., & Yoo, H. H. (2020). Relationship between general characteristics, learning flow, self-directedness and learner satisfaction of medical students in online learning environment. The Journal of the Korea Contents Association, 20(8), 65–74.

    Google Scholar 

  • Kim, D. K. (2020). A study on reducing participant fatigue in non-face-to-face communication platforms: Focusing on the user-friendly, bilateral shared interface configuration. Korea Speech, Media & Communication Association Conference, 17–19.

  • Kim, E. I. (2021a). The influence of the Self-Directed Learning ability of adult learners in Life-Long Learning centers upon Perceived Learning achievement: The Mediating Effect upon Creativity. The Journal of Learner-Centered Curriculum and Instruction, 21(9), 149–167.

    Google Scholar 

  • Kim, H. N. (2021b). Study on lecture satisfaction and learning effect according to the type of Distance Class due to COVID-19 of teacher’s college: Focusing on video production class and real-time video class. The Journal of Learner-Centered Curriculum and Instruction, 21(2), 169–193.

    MathSciNet  Google Scholar 

  • Kim, J. A., & Kim, I. K. (2012). A study on self-regulated learning, attentional control, and fatigue related to breakfast characteristics of university students. Journal of Korean Public Health Nursing, 26(3), 465–477.

    Article  Google Scholar 

  • Kim, Y. J., & Kim, I. S. (2021). Analyzing students’ online learning experiences at a national university of education. Journal of Curriculum Integration, 15(1), 1–26.

    Article  Google Scholar 

  • Kim, Y. M., & Park, K. H. (2018). The effects of learning presence on learning flow and learning performance in e-learning. E-Bus Study, 19(3), 99–115.

    Article  Google Scholar 

  • Kim, J. M., et al. (2020). The effects of Interaction between instructor-student and student-student on learning achievement in synchronous E-learning for major classes for University students: The Mediating Role of Learning Flow. Journal of Agricultural Education and Human Resource Development, 52(3), 25–48.

    Google Scholar 

  • Kwon, M. G. (2021). Factors influencing Flow and satisfaction in a Synchronous Distance Korean Culture Class. Culture and Convergence, 43(3), 195–213.

    Google Scholar 

  • Lee, S. H. (2021). The effects of Social Presence on Students’ Learning Flow, satisfaction, & Learning Intention in Online Education of universities. Journal of Hotel & Resort, 20(2), 221–240.

    Google Scholar 

  • Lee, J. Y. (2021a). Analysis on the satisfaction of the Cyber Graduate Student: Focusing on J University Case. Journal of Digital Convergence, 19(2), 515–522.

    Google Scholar 

  • Lee, E. J., & Park, I. W. (2012). Identifying predictability of Computer Self-Efficacy, Teaching Presence and Learner participation on learner satisfaction in online realtime instruction. The Journal of Yeolin Education, 20(3), 195–219.

    Google Scholar 

  • Lee, Y. H., Park, Y. J., & Yun, J. H. (2020). Exploring the types through case analysis on operation of distance education in universities responding to COVID-19. The Journal of Yeolin Education, 28(3), 211–234.

    Google Scholar 

  • Lim, J. M., Kim, S. H., Baek, M. J., & Kim, K. H. (2021). The effect of university students’ learning flow, self-directed learning, and learning outcomes on uncontacted online class satisfaction. Journal of Digital Convergence, 19(4), 393–401.

    Google Scholar 

  • Massner, C. K. (2021). Zooming in on Zoom Fatigue: A Case Study of Videoconferencing and Zoom Fatigue in Higher Education. Doctoral Dissertations and Projects.

  • Ministry of Education (2020, February 12). Establishing Guidelines for Academic Operations in Response to Novel Coronavirus Infection. Ministry of Education Press Release.https://www.moe.go.kr/boardCnts/viewRenew.do?boardID=294&lev=0&statusYN=W&s=moe&m=020402&opType=N&boardSeq=79711.

  • Moon, H. M. (2021, May 8). Tired of Online Classes… A Psychological Professor’s Perspective on ‘Zoom Fatigue’. Hallym University Bulletin. http://news.hallym.ac.kr/news/articleView.html?idxno=11371.

  • Nesher Shoshan, H., & Wehrt, W. (2021). Understanding zoom fatigue: A mixed-Method Approach. Applied Psychology, 1–26. https://doi.org/10.1111/apps.12360.

  • Oducado, R. M., Fajardo, M. T., Parreño-Lachica, G., Maniago, J., Villanueva, P., Dequilla, M. A. C., Montaño, H., & Robite, E. (2021). Predictors of videoconference fatigue: Results from undergraduate nursing students in the Philippines. Asian Journal for Public Opinion Research, 9, 310–330.

    Google Scholar 

  • Oh, D. Y. (2020). Factors to Affect Real-Time remote class satisfaction and intention to Sustain Class of University Students1. Global Creative Leader, 10(3), 79–107.

    Google Scholar 

  • Park, J. W. (2020). The reality and problems of non-face-to-face instruction according to the COVID-19 Situation from the perspective of College Students with disabilities. Special Education Research, 19(3), 31–53.

    Article  Google Scholar 

  • Park, J. H., & Lee, Y. S. (2018). The Effect of Self-regulated Learning Strategy and Presence on Academic Achievement in web-based e-learning. The Journal of the Korea Contents Association, 18(3), 215–227.

    Google Scholar 

  • Peper, E., & Yang, A. (2021). Beyond Zoom Fatigue: Re-energize Yourself and Improve Learning. Academia Letters, 257, 1–7. DOI: N/A (DOI not provided in the reference).

  • Peper, E., Wilson, V., Martin, M., Rosegard, E., & Harvey, R. (2021). Avoid zoom fatigue, be Present and learn. NeuroRegulation, 8(1), 47–56. https://doi.org/10.15540/nr.8.1.47.

    Article  Google Scholar 

  • René, R. (2021). On the stress potential of videoconferencing: Definition and Root causes of zoom fatigue. Electronic Markets, 32, https://doi.org/10.1007/s12525-021-00501-3.

  • Song, D. Y. (2020, September 8). A Week of Alternative Zoom Classes, School Reactions Gyeonggi Province Education Broadcasting. https://www.goeonair.com/news/article.html?no=17849.

  • Toney, S., Light, J., & Urbaczewski, A. (2021). Fighting zoom fatigue: Keeping the zoombies at Bay. Communications of the Association for Information Systems, 48(6), 40–46. https://doi.org/10.17705/1CAIS.04806.

    Article  Google Scholar 

  • Wolman, B. B. (1989). Dictionary of behavioral science (pp. 234–246). Academic.

  • Yang, H. W., & Choi, S. Y. (2021, March 2). Fight Against COVID-19!… COVID Guidelines for Elementary School Students MaeKyeong Health. http://www.mkhealth.co.kr/news/articleView.html?idxno=52224.

  • Yu, M. W. (2021). Interaction between learning method and course division on the learning satisfaction and learning presence in the synchronous universities online class [dissertation]. Seoul: Konkuk University.

  • Zamora, O., Christianson, J. S., & Khvorost, T. (2020). Personalized Learning Against Technological fatigue. 15th International Online Conference DisCo 2020, 130, 143.

    Google Scholar 

Download references

Funding

This work was supported by the research grant of the Kongju National University in 2021. This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea(NRF-2021S1A3A2A01090926).

Author information

Authors and Affiliations

  1. Korea Research Institute for Vocational Education & Training, Sejong, South Korea

    Seo Yeon Cho

  2. Department of Education, Kongju National University, Kongju, South Korea

    Tami Im

Authors
  1. Seo Yeon Cho
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Tami Im
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Tami Im.

Ethics declarations

Competing interests

The authors report there are no competing interests to declare.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

This paper is based on the first author’s (Seo Yeon Cho) Master's thesis.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Cho, S.Y., Im, T. The structural relationships among online class related factors, zoom fatigue, learning engagement, perceived achievement, and class satisfaction in university online classes. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12658-3

Download citation

  • Received:

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s10639-024-12658-3

Keywords

Search

Navigation