Fatiga digital en estudiantes universitarios como consecuencia de la enseñanza online durante la pandemia Covid-19

  1. José-María Romero-Rodríguez 1
  2. Francisco-Javier Hinojo-Lucena 1
  3. Kamil Kopecký 2
  4. Abel García-González 3
  1. 1 Universidad de Granada, España
  2. 2 Palacký University Olomouc, Chequia
  3. 3 Tenológico de Monterrey, Mexico
Erakutsi afiliazioak +
Aldizkaria:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Argitalpen urtea: 2023

Alea: 26

Zenbakia: 2

Orrialdeak: 165-185

Mota: Artikulua

DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Educación XX1: Revista de la Facultad de Educación

Laburpena

The continued use of videoconferencing systems to carry out the teaching-learning process in higher education institutions during the Covid-19 pandemic has had a negative impact on university students’ learning, causing digital fatigue. This fatigue mainly affects eyesight, emotional, motivational and social status. The aim of this study was to determine the degree of digital fatigue derived from prolonged exposure to videoconferencing systems among university students. For this purpose, a cross-sectional study design was applied based on the distribution of an online survey. A total of 613 university students aged 18-35 years (M = 21.54, SD = 3.85) participated in the study. The results obtained revealed that: 1) the degree of prevalence of digital fatigue among university students was medium-high; 2) socio-demographic variables linked to being female, studying in the Arts and Humanities, spending more time in front of an electronic device and connecting via a laptop were indicators of a higher rate of digital fatigue; 3) gender and high hours consumption were predictors of visual fatigue, social fatigue, motivational fatigue and emotional fatigue; 4) visual fatigue, motivational fatigue and emotional fatigue, together with the field of study knowledge, had a significant influence on overall fatigue. Finally, the future lines of research of this work are discussed, highlighting the richness of the data obtained to advance knowledge about digital fatigue and its influence on university learning.

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