Research Article
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Year 2023, Volume 24, Issue 1, 234 - 245, 01.01.2023
https://doi.org/10.17718/tojde.1034006

Abstract

References

  • Aharony, N., & Zion, A. (2019). Effects of WhatsApp’s Use on Working Memory Performance Among Youth. Journal of Educational Computing Research, 57(1), 226-245.
  • Al Mulhim, E., & Eldokhny, A. (2020). The impact of collaborative group size on students’ achievement and product quality in project-based learning environments. International Journal of Emerging Technologies in Learning (iJET), 15(10), 157-174.‏
  • Ardhyantama, V., Apriyanti, C., & Erviana, L. (2020). Project-Based Learning as the Alternative for Distance Learning in COVID-19 Outbreak. Indonesian Journal of Primary Education, 4(2), 141-151.‏
  • Ayyagari, R. (2012, March). Impact of information overload and task-technology fit on technostress. In Proceedings of the southern association for information systems conference (pp. 18-22).‏
  • Bailenson, J. N. (2021). Nonverbal overload: A theoretical argument for the causes of Zoom fatigue. Technology, Mind, and Behavior, 2(1), 1-6.‏
  • Bennett, A. A., Campion, E. D., Keeler, K. R., & Keener, S. K. (2021). Videoconference fatigue? Exploring changes in fatigue after videoconference meetings during COVID-19. Journal of Applied Psychology, 106(3), 330-344.‏
  • Bilgin, I., Karakuyu, Y., & Ay, Y. (2015). The effects of project based learning on undergraduate students’ achievement and self-efficacy beliefs towards science teaching. Eurasia Journal of Mathematics, Science & Technology Education, 11(3), 469–477.
  • Cao, X., Masood, A., Luqman, A., & Ali, A. (2018). Excessive use of mobile social networking sites and poor academic performance: Antecedents and consequences from stressor-strain-outcome perspective. Computers in Human Behavior, 85, 163-174.
  • Chen, C. H. & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71–81.
  • Cohen, L., Manion, L., Morrison, K., & Morrison, R. B. (2007). Research methods in education (6th ed.). Routledge.‏
  • Cooper, C. L., Cooper, C. P., Dewe, P. J., Dewe, P. J., O’Driscoll, M. P., & O’Driscoll, M. P. (2001). Organizational stress: A review and critique of theory, research, and applications.‏ SAGE Publications, Inc.
  • Dhir, A., Kaur, P., Chen, S., & Pallesen, S. (2019). Antecedents and consequences of social media fatigue. International Journal of Information Management, 48, 193-202.‏
  • Dilekli, Y. (2020). Project-based learning. In Ş. Orakcı (Ed.), Paradigm shifts in 21st century teaching and learning (pp. 53-68). IGI Global.‏
  • Edy, D. L. (2020, September). Revisiting the impact of project-based learning on online learning in vocational education: analysis of learning in pandemic Covid-19. In 2020 4th International Conference on Vocational Education and Training (ICOVET) (pp. 378-381). IEEE.‏
  • English, M. C. & Kitsantas, A. (2013). Supporting student self-regulated learning in problem- and project-based learning. Interdisciplinary Journal of Problem-Based Learning, 7(2).
  • Fitzgerald, N. (2021). The influence of technostress on perceived academic performance: A study on university students in Sweden. ‏[Bachelor independent thesis, Malmö University].
  • Fuglseth, A. M., & Sorebo, O. (2014). The effects of technostress within the context of employee use of ICT. Computers in Human Behavior, 40, 161-170.
  • Grandhi, S. A., Jones, Q., & Hiltz, S. R. (2005). Technology overload: is there a technological panacea?. AMCIS 2005 Proceedings, 493.‏
  • Halupa, C. (2018). Technology fatigue in faculty. In L. Gomez Chova, A. Lopez Martinez & I. Candel Torres (Eds.), Proceedings of the International Conference of Education, Research and Innovation (pp. 8623–8632). Valencia, Spain: IATED Academy.
  • Halupa, C., & Bolliger, D. U. (2020). Technology Fatigue of Faculty in Higher Education. Journal of Education and Practice, 11(18),‏ 16-26.
  • Hira, A., & Anderson, E. (2021). Motivating Online Learning through Project-Based Learning during the 2020 COVID-19 Pandemic. IAFOR Journal of Education, 9(2), 93-110.‏
  • Holmes, V.-L. & Hwang, 6Y. (2016). Exploring the effects of project-based learning in secondary mathematics education. The Journal of Educational Research, 109(5), 449–463.
  • Johnson, D. R., Renzulli, L., Bunch, J., & Paino, M. (2013). Everyday observations developing a sociological perspective through a portfolio term project. Teaching Sociology, 41(3), 314–321.
  • Karr-Wisniewski, P., & Lu, Y. (2010). When more is too much: Operationalizing technology overload and exploring its impact on knowledge worker productivity. Computers in Human Behavior, 26(5), 1061-1072.‏
  • Kartikawati, D. (2020). Application of project based learning in English teaching during a pandemic at Al Azhaar elementary school. Karya Ilmiah Dosen, 3(2), 74-80.‏
  • Khandkar, S. H. (2009). Open coding. University of Calgary. ‏
  • Kuladinithi, K., Fisser, L., Fuger, K., Stolpmann, D., Vatandas, Z., Timm-Giel, A., & Dürkop, A. (2020, August). Online teaching of project-based learning courses: issues, challenges and outcomes. In ACM SIGCOMM 2020. ACM Special Interest Group on Data Communication (SIGCOMM).‏
  • Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer publishing company.
  • Lee, A. R., Son, S. M., & Kim, K. K. (2016). Information and communication technology overload and social networking service fatigue: A stress perspective. Computers in Human Behavior, 55, 51-61.‏
  • Lee, C. C., Chou, S. T. H., & Huang, Y. R. (2014). A study on personality traits and social media fatigue-example of Facebook users. Lecture Notes on Information Theory, 2(3), 249-253.‏
  • Mahasneh, A. M. & Alwan, A. F. (2018). The effect of project-based learning on student teacher self-efficacy and achievement. International Journal of Instruction, 11(3), 511–524.
  • Moore, J. (2000). One road to turnover: an examination of work exhaustion in technology professionals. MIS Quarterly, 24(1), 141-168.
  • Niemi, H. M., & Kousa, P. (2020). A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 352-369.
  • Okonoda, K. M., Tagurum, Y. O., Imo, C. O., Nwachukwu, V. A., Okoli, E. S., & James, B. O. (2017). Prevalence and correlates of technostress among academic staff at the University of Jos, Nigeria. Journal of Medical Science And Clinical Research, 5(3), 18616-18624.‏
  • Penado Abilleira, M., Rodicio-García, M. L., Ríos-de Deus, M. P., & Mosquera-González, M. J. (2021). Technostress in Spanish University Teachers During the COVID-19 Pandemic. Frontiers in Psychology, 12, 1-11.
  • Rahayu, G. D. S., & Fauzi, M. R. (2020). The Effect of the Project-Based Learning Model on Students’ Resilience During the Pandemic Covid-19. JPI (Jurnal Pendidikan Indonesia), 9(4), 711-718.‏
  • Riva, G., Wiederhold, B. K., & Mantovani, F. (2021). Surviving COVID-19: The Neuroscience of Smart Working and Distance Learning. Cyberpsychology, Behavior, and Social Networking, 24(2), 79-85.‏
  • Rogers, M. A. P., Cross, D. I., Gresalfi, M. S., Trauth-Nare, A. E., & Buck, G. A. (2011). First year implementation of a project-based learning approach: The need for addressing teachers’ orientations in the era of reform. International Journal of Science and Mathematics Education, 9(4), 893–917.
  • Salanova, M., Llorens, S., & Cifre, E. (2013). The dark side of technologies: technostress among users of information and communication technologies. International Journal of Psychology, 48(3), 422-436.
  • Sass, T., & Goldring, T. (2021). Student Achievement Growth During the COVID-19 Pandemic. Georgia State University. ‏
  • Shu, Q., Tu, Q., & Wang, K. (2011). The impact of computer self-efficacy and technology dependence on computer-related technostress: A social cognitive theory perspective. International Journal of Human-Computer Interaction, 27(10), 923-939.
  • Sirotiak, T., & Walters, R. C. (2009, April). Improving student confidence and ability to cope under stress through project based learning. In ASC Proceedings of the 45th Annual Conference. ‏
  • Toney, S., Light, J., & Urbaczewski, A. (2021). Fighting Zoom fatigue: Keeping the zoombies at bay. Communications of the Association for Information Systems, 48(1), 40-46.
  • Vega-Muñoz, A., & Estrada-Muñoz, C. (2020). Evaluating Technostress to Improve Teaching Performance: Chilean Higher Education Case. In Evaluating Mental Workload for Improved Workplace Performance (pp. 161-183). IGI Global.‏
  • Wahyuningsih, S., Qohar, A., Satyananda, D., & Atan, N. A. (2021). The Effect of Online Project-Based Learning Application on Mathematics Students’ Visual Thinking Continuum in Covid-19 Pandemic. International Journal of Interactive Mobile Technologies, 15(8), 4-17. ‏
  • Wang, X., Tan, S. C., & Li, L. (2020). Technostress in university students’ technology-enhanced learning: An investigation from multidimensional person-environment misfit. Computers in Human Behavior, 105, 106208.
  • Williams, N. (2021). Working through COVID-19: ’Zoom’ gloom and ’Zoom’ fatigue. Occupational Medicine, 71(3), 164.‏
  • Wujcik, D. M. (2011). When technology fatigue kicks in, rely on experts to lead the way. ‏ONS connect, 26(9), 5.
  • Yu, L., Shi, C., & Cao, X. (2019). Understanding the effect of social media overload on academic performance: a stressor-strain-outcome perspective. In Proceedings of the 52nd Hawaii International Conference on System Sciences.
  • Yuliansyah, A., & Ayu, M. (2021). The Implementation of Project-Based Assignment in Online Learning during Covid-19. Journal of English Language Teaching and Learning, 2(1), 32-38.‏
  • Yustina, Y., Syafii, W., & Vebrianto, R. (2020). The effects of blended learning and project-based learning on pre-service biology teachers’ creative thinking through online learning in the Covid-19 pandemic. Jurnal Pendidikan IPA Indonesia, 9(3), 408-420.‏

TECHNOLOGY FATIGUE DURING THE COVID-19 PANDEMIC: THE CASE OF DISTANCE PROJECT-BASED LEARNING ENVIRONMENTS

Year 2023, Volume 24, Issue 1, 234 - 245, 01.01.2023
https://doi.org/10.17718/tojde.1034006

Abstract

Technology has invaded all spheres of life, including education and providing a lot of facilities. It has played a great role in managing education during the COVID-19 crisis. However, technology might prove detrimental if there is too much of it which may negatively affect its users in some way. This study aimed to investigate final-year students’ technology fatigue in distance project-based learning environments during the coronavirus disease (COVID-19) pandemic. The study employed an online survey approach to collect data from 86 final-year students. The results showed that technology does not highly fatigue final-year students in distance project-based learning environments. Still, the study reported some factors that contribute to increasing and decreasing final-year students’ technology fatigue level, which may inform project supervisors and decision-makers on the best practice for implementing distance project-based learning without putting students under great pressure and fatigue resulting from technology. This study adds to a limited yet growing body of literature on a very important topic, technology fatigue, that has recently arisen in the academic sector especially during the COVID-19 pandemic when technology was the quickest and most ideal response to the global lockdown.

References

  • Aharony, N., & Zion, A. (2019). Effects of WhatsApp’s Use on Working Memory Performance Among Youth. Journal of Educational Computing Research, 57(1), 226-245.
  • Al Mulhim, E., & Eldokhny, A. (2020). The impact of collaborative group size on students’ achievement and product quality in project-based learning environments. International Journal of Emerging Technologies in Learning (iJET), 15(10), 157-174.‏
  • Ardhyantama, V., Apriyanti, C., & Erviana, L. (2020). Project-Based Learning as the Alternative for Distance Learning in COVID-19 Outbreak. Indonesian Journal of Primary Education, 4(2), 141-151.‏
  • Ayyagari, R. (2012, March). Impact of information overload and task-technology fit on technostress. In Proceedings of the southern association for information systems conference (pp. 18-22).‏
  • Bailenson, J. N. (2021). Nonverbal overload: A theoretical argument for the causes of Zoom fatigue. Technology, Mind, and Behavior, 2(1), 1-6.‏
  • Bennett, A. A., Campion, E. D., Keeler, K. R., & Keener, S. K. (2021). Videoconference fatigue? Exploring changes in fatigue after videoconference meetings during COVID-19. Journal of Applied Psychology, 106(3), 330-344.‏
  • Bilgin, I., Karakuyu, Y., & Ay, Y. (2015). The effects of project based learning on undergraduate students’ achievement and self-efficacy beliefs towards science teaching. Eurasia Journal of Mathematics, Science & Technology Education, 11(3), 469–477.
  • Cao, X., Masood, A., Luqman, A., & Ali, A. (2018). Excessive use of mobile social networking sites and poor academic performance: Antecedents and consequences from stressor-strain-outcome perspective. Computers in Human Behavior, 85, 163-174.
  • Chen, C. H. & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71–81.
  • Cohen, L., Manion, L., Morrison, K., & Morrison, R. B. (2007). Research methods in education (6th ed.). Routledge.‏
  • Cooper, C. L., Cooper, C. P., Dewe, P. J., Dewe, P. J., O’Driscoll, M. P., & O’Driscoll, M. P. (2001). Organizational stress: A review and critique of theory, research, and applications.‏ SAGE Publications, Inc.
  • Dhir, A., Kaur, P., Chen, S., & Pallesen, S. (2019). Antecedents and consequences of social media fatigue. International Journal of Information Management, 48, 193-202.‏
  • Dilekli, Y. (2020). Project-based learning. In Ş. Orakcı (Ed.), Paradigm shifts in 21st century teaching and learning (pp. 53-68). IGI Global.‏
  • Edy, D. L. (2020, September). Revisiting the impact of project-based learning on online learning in vocational education: analysis of learning in pandemic Covid-19. In 2020 4th International Conference on Vocational Education and Training (ICOVET) (pp. 378-381). IEEE.‏
  • English, M. C. & Kitsantas, A. (2013). Supporting student self-regulated learning in problem- and project-based learning. Interdisciplinary Journal of Problem-Based Learning, 7(2).
  • Fitzgerald, N. (2021). The influence of technostress on perceived academic performance: A study on university students in Sweden. ‏[Bachelor independent thesis, Malmö University].
  • Fuglseth, A. M., & Sorebo, O. (2014). The effects of technostress within the context of employee use of ICT. Computers in Human Behavior, 40, 161-170.
  • Grandhi, S. A., Jones, Q., & Hiltz, S. R. (2005). Technology overload: is there a technological panacea?. AMCIS 2005 Proceedings, 493.‏
  • Halupa, C. (2018). Technology fatigue in faculty. In L. Gomez Chova, A. Lopez Martinez & I. Candel Torres (Eds.), Proceedings of the International Conference of Education, Research and Innovation (pp. 8623–8632). Valencia, Spain: IATED Academy.
  • Halupa, C., & Bolliger, D. U. (2020). Technology Fatigue of Faculty in Higher Education. Journal of Education and Practice, 11(18),‏ 16-26.
  • Hira, A., & Anderson, E. (2021). Motivating Online Learning through Project-Based Learning during the 2020 COVID-19 Pandemic. IAFOR Journal of Education, 9(2), 93-110.‏
  • Holmes, V.-L. & Hwang, 6Y. (2016). Exploring the effects of project-based learning in secondary mathematics education. The Journal of Educational Research, 109(5), 449–463.
  • Johnson, D. R., Renzulli, L., Bunch, J., & Paino, M. (2013). Everyday observations developing a sociological perspective through a portfolio term project. Teaching Sociology, 41(3), 314–321.
  • Karr-Wisniewski, P., & Lu, Y. (2010). When more is too much: Operationalizing technology overload and exploring its impact on knowledge worker productivity. Computers in Human Behavior, 26(5), 1061-1072.‏
  • Kartikawati, D. (2020). Application of project based learning in English teaching during a pandemic at Al Azhaar elementary school. Karya Ilmiah Dosen, 3(2), 74-80.‏
  • Khandkar, S. H. (2009). Open coding. University of Calgary. ‏
  • Kuladinithi, K., Fisser, L., Fuger, K., Stolpmann, D., Vatandas, Z., Timm-Giel, A., & Dürkop, A. (2020, August). Online teaching of project-based learning courses: issues, challenges and outcomes. In ACM SIGCOMM 2020. ACM Special Interest Group on Data Communication (SIGCOMM).‏
  • Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer publishing company.
  • Lee, A. R., Son, S. M., & Kim, K. K. (2016). Information and communication technology overload and social networking service fatigue: A stress perspective. Computers in Human Behavior, 55, 51-61.‏
  • Lee, C. C., Chou, S. T. H., & Huang, Y. R. (2014). A study on personality traits and social media fatigue-example of Facebook users. Lecture Notes on Information Theory, 2(3), 249-253.‏
  • Mahasneh, A. M. & Alwan, A. F. (2018). The effect of project-based learning on student teacher self-efficacy and achievement. International Journal of Instruction, 11(3), 511–524.
  • Moore, J. (2000). One road to turnover: an examination of work exhaustion in technology professionals. MIS Quarterly, 24(1), 141-168.
  • Niemi, H. M., & Kousa, P. (2020). A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 352-369.
  • Okonoda, K. M., Tagurum, Y. O., Imo, C. O., Nwachukwu, V. A., Okoli, E. S., & James, B. O. (2017). Prevalence and correlates of technostress among academic staff at the University of Jos, Nigeria. Journal of Medical Science And Clinical Research, 5(3), 18616-18624.‏
  • Penado Abilleira, M., Rodicio-García, M. L., Ríos-de Deus, M. P., & Mosquera-González, M. J. (2021). Technostress in Spanish University Teachers During the COVID-19 Pandemic. Frontiers in Psychology, 12, 1-11.
  • Rahayu, G. D. S., & Fauzi, M. R. (2020). The Effect of the Project-Based Learning Model on Students’ Resilience During the Pandemic Covid-19. JPI (Jurnal Pendidikan Indonesia), 9(4), 711-718.‏
  • Riva, G., Wiederhold, B. K., & Mantovani, F. (2021). Surviving COVID-19: The Neuroscience of Smart Working and Distance Learning. Cyberpsychology, Behavior, and Social Networking, 24(2), 79-85.‏
  • Rogers, M. A. P., Cross, D. I., Gresalfi, M. S., Trauth-Nare, A. E., & Buck, G. A. (2011). First year implementation of a project-based learning approach: The need for addressing teachers’ orientations in the era of reform. International Journal of Science and Mathematics Education, 9(4), 893–917.
  • Salanova, M., Llorens, S., & Cifre, E. (2013). The dark side of technologies: technostress among users of information and communication technologies. International Journal of Psychology, 48(3), 422-436.
  • Sass, T., & Goldring, T. (2021). Student Achievement Growth During the COVID-19 Pandemic. Georgia State University. ‏
  • Shu, Q., Tu, Q., & Wang, K. (2011). The impact of computer self-efficacy and technology dependence on computer-related technostress: A social cognitive theory perspective. International Journal of Human-Computer Interaction, 27(10), 923-939.
  • Sirotiak, T., & Walters, R. C. (2009, April). Improving student confidence and ability to cope under stress through project based learning. In ASC Proceedings of the 45th Annual Conference. ‏
  • Toney, S., Light, J., & Urbaczewski, A. (2021). Fighting Zoom fatigue: Keeping the zoombies at bay. Communications of the Association for Information Systems, 48(1), 40-46.
  • Vega-Muñoz, A., & Estrada-Muñoz, C. (2020). Evaluating Technostress to Improve Teaching Performance: Chilean Higher Education Case. In Evaluating Mental Workload for Improved Workplace Performance (pp. 161-183). IGI Global.‏
  • Wahyuningsih, S., Qohar, A., Satyananda, D., & Atan, N. A. (2021). The Effect of Online Project-Based Learning Application on Mathematics Students’ Visual Thinking Continuum in Covid-19 Pandemic. International Journal of Interactive Mobile Technologies, 15(8), 4-17. ‏
  • Wang, X., Tan, S. C., & Li, L. (2020). Technostress in university students’ technology-enhanced learning: An investigation from multidimensional person-environment misfit. Computers in Human Behavior, 105, 106208.
  • Williams, N. (2021). Working through COVID-19: ’Zoom’ gloom and ’Zoom’ fatigue. Occupational Medicine, 71(3), 164.‏
  • Wujcik, D. M. (2011). When technology fatigue kicks in, rely on experts to lead the way. ‏ONS connect, 26(9), 5.
  • Yu, L., Shi, C., & Cao, X. (2019). Understanding the effect of social media overload on academic performance: a stressor-strain-outcome perspective. In Proceedings of the 52nd Hawaii International Conference on System Sciences.
  • Yuliansyah, A., & Ayu, M. (2021). The Implementation of Project-Based Assignment in Online Learning during Covid-19. Journal of English Language Teaching and Learning, 2(1), 32-38.‏
  • Yustina, Y., Syafii, W., & Vebrianto, R. (2020). The effects of blended learning and project-based learning on pre-service biology teachers’ creative thinking through online learning in the Covid-19 pandemic. Jurnal Pendidikan IPA Indonesia, 9(3), 408-420.‏

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Ensaf Nasser AL MULHIM This is me (Primary Author)
King Faisal University
0000-0002-1667-7628
Saudi Arabia

Supporting Institution Deanship of Scientific Research at King Faisal University
Project Number Grant No. 206090
Thanks The author acknowledges the Deanship of Scientific Research at King Faisal University for the financial support under Nasher Track (Grant No. 206090).
Publication Date January 1, 2023
Submission Date December 7, 2021
Acceptance Date May 9, 2022
Published in Issue Year 2023, Volume 24, Issue 1

Cite

APA Al Mulhım, E. N. (2023). TECHNOLOGY FATIGUE DURING THE COVID-19 PANDEMIC: THE CASE OF DISTANCE PROJECT-BASED LEARNING ENVIRONMENTS . Turkish Online Journal of Distance Education , 24 (1) , 234-245 . DOI: 10.17718/tojde.1034006