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ZOOM FATIGUE AND ITS IMPACT ON ACADEMICIANS: THE CASE OF UNIVERSITIES IN ANKARA

Yıl 2025, Cilt: 12 Sayı: 27, 135 - 147, 30.04.2025

Meltem Meriç , Belgin Varol , Hilal Merve Belen

https://doi.org/10.58884/akademik-hassasiyetler.1555331

Öz

This study explores the impact of Zoom fatigue on the mental workload and quality of life of academicians. The research involved 164 academicians. Data were collected using the Zoom Exhaustion & Fatigue Questionnaire (ZEFQ), the CarMen-Q Questionnaire for Mental Workload, and the Professional Quality of Life Scale. Regression analyses revealed significant associations between Zoom fatigue and mental workload (F=48.988, p<0.05), burnout (F=20.045, p<0.05), and compassion fatigue (F=22.233, p<0.05). The findings suggest that Zoom fatigue contributes to increased mental workload and decreased quality of life. Interventions aimed at alleviating Zoom fatigue may be crucial for enhancing the well-being of academicians.

Anahtar Kelimeler

Zoom Fatigue Mental Workload Quality Of Life Academician

Kaynakça

  • Abdul Manaf, M. R., Mohammed Nawi, A., Mohd Tauhid, N., Othman, H., Abdul Rahman, M. R., Mohd Yusoff, H., Safian, N., Ng, P. Y., Abdul Manaf, Z., Abdul Kadir, N. B., Yanasegaran, K., Abdul Basir, S. M., Ramakrishnappa, S., Ariff, M. I., & Ganasegeran, K. (2021). Factors associated with health-related quality of life amongst employees in a Malaysian public university. International Journal of Environmental Research And Public Health, 18(20), 10903. https://doi.org/10.3390/ijerph182010903
  • Akduman, G. (2021). Adaptation of the zoom exhaustion & fatigue questionnaire into Turkish: A validity and reliability study. Journal Behavior at Work, 6(1), 16-28. https://doi.org/10.25203/idd
  • Almpanis, T. & Joseph-Richard, P. (2022). Lecturing from home: Exploring academics' experiences of remote teaching during a pandemic. International Journal of Educational Research Open, 3, 100133. https://doi.org/10.1016/j.ijedro.2022.100133
  • Bailenson, J. N. (2021). Nonverbal overload: A theoretical argument for the causes of Zoom fatigue. Technology, Mind, and Behavior, 2(1). https://doi.org/10.1037/tmb0000030
  • Boekhorst, J., Singh, P. & Burke, R. (2017). Work intensity, emotional exhaustion and life satisfaction. Personnel Review, 46(5), 891-907. https://doi.org/10.1108/pr-05-2015-0130
  • Bruggeman, B., Garone, A., Struyven, K., Pynoo, B. & Tondeur, J. (2022). Exploring university teachers’ online education during COVID-19: Tensions between enthusiasm and stress. Computers and Education Open, 3, 100095. https://doi.org/10.1016/j.caeo.2022.100095
  • DeFreese, J. D. & Mihalik, J. P. (2016). Work-based social interactions, perceived stress, and workload incongruence as antecedents of athletic trainer burnout. Journal of Athletic Training, 51(1), 28–34. https://doi.org/10.4085/1062-6050-51.2.05
  • Deniz, M. E., Satıcı, S. A., Doenyas, C., & Griffiths, M. D. (2022). Zoom fatigue, psychological distress, life satisfaction, and academic well-being. Cyberpsychology, Behavior, and Social Networking, 25(5), 270–277. https://doi.org/10.1089/cyber.2021.0249
  • Elbogen, E. B., Lanier, M., Griffin, S. C. & Amstadter, A. B. (2022). A national study of zoom fatigue and mental health during the COVID-19 pandemic: Implications for future remote work. Cyberpsychology, Behavior, and Social Networking, 25(7), 409–415. https://doi.org/10.1089/cyber.2021.0257
  • Fauville, G., Luo, M., Muller Queiroz, A. C., Bailenson, J. N. & Hancock, J. (2021). Zoom exhaustion & fatigue scale. Computers in Human Behavior Reports, 4. https://doi.org/10.1016/j.chbr.2021.100119
  • Hamid, A. N. Z., Ibrahim, S. & Razali, H. et al. (2021). Health-related quality of life (HRQoL) of academicians in public universities, Malaysia. International Journal of Education, Psychology and Counselling, 6(42), 215-222. https://doi.org/10.35631/IJEPC.642017
  • Higher Education Information Management System. (n.d.). Retrieved on May 1, 2024 from https://istatistik.yok.gov.tr
  • Li, L., Zhang, R. & Piper, A. M. (2023). Predictors of student engagement and perceived learning in emergency online education amidst COVID-19: A community of inquiry perspective. Computers in Human Behavior Reports, 12, 100326. https://doi.org/10.1016/j.chbr.2023.100326
  • Lizana, P. A. & Vega-Fernandez, G. (2021). Teacher teleworking during the COVID-19 pandemic: Association between work hours, work–family balance and quality of life. International Journal of Environmental Research and Public Health, 18(14), 7566. https://doi.org/10.3390/ijerph18147566
  • Oducado, R. M. F., Dequilla, M. A. C. V. & Villaruz, J. F. (2022). Factors predicting videoconferencing fatigue among higher education faculty. Education and Information Technologies, 27(7), 9713–9724. https://doi.org/10.1007/s10639-022-11017-4
  • Riedl, R. (2022). On the stress potential of videoconferencing: Definition and root causes of zoom fatigue. Electronic Markets, 32(1), 153–177. https://doi.org/10.1007/s12525-021-00501-3
  • Rubio-Valdehita, S., Lopez-Nunez, M. I., Lopez-Higes, R. & Díaz-Ramiro, E. M. (2017). Development of the CarMen-Q questionnaire for mental workload assessment. Psicothema, 29(4), 570-576. https://doi.org/10.7334/psicothema2017.151
  • Sayan, H. (2021). Assessment of faculty members' views on distance education during the COVID-19 pandemic process. Academic Journal of Information Technology, 11(42), 100–122. https://doi.org/10.5824/ajite.2020.03.004.x
  • Shoshan, H. N. & Wehrt, W. (2022). Understanding “zoom fatigue”: A mixed-method approach. Applied Psychology, 71(3), 827–852. https://doi.org/10.1111/apps.12360
  • Singh, P., Bala, H., Dey, B. L. & Filieri, R. (2022). Enforced remote working: The impact of digital platform-induced stress and remote working experience on technology exhaustion and subjective well-being. Journal of Business Research, 151, 269–286. https://doi.org/10.1016/j.jbusres.2022.07.002
  • Sokal, L., Trudel, L.E, Babb, J. (2021). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, Vol:1. https://doi.org/10.1016/j.ijedro.2020.100016
  • Stamm, B. H. (2005). The professional quality of life scale: Compassion satisfaction, burnout & compassion fatigue/secondary trauma scales. Pocatello: Idaho State University and Sidran Press.
  • Takac, M., Collett, J., Blom, K. J., Conduit, R., Rehm, I. & De Foe, A. (2019). Public speaking anxiety decreases within repeated virtual reality training sessions. PLoS ONE, 14(5), e0216288. https://doi.org/10.1371/journal.pone.0216288
  • We Are Social. (2022, January 8). Digital 2022 global overview report. Retrieved on 2024, November 9 from https://wearesocial.com/cn/wp-content/uploads/sites/8/2022/01/DataReportal
  • World Health Organization. (2020, March 8). WHO announces COVID-19 outbreak a pandemic. Retrieved on 2024, November 10 from https://www.euro.who.int/en/health-topics/health emergencies/coronavirus-covid-19/news/news/2020/3/whoannounces-covid-19-outbreak-a-pandemic
  • Yang, L. H. (2021). Online learning experiences of Irish university students during the COVID-19 pandemic. All Ireland Journal of Higher Education, 13(1).
  • Yavuz, M., Akca, M. & Tepe Küçükoğlu, M. (2020). Measurement of mental workload: Turkish adaptation of CarMen-Q questionnaire. Journal of Yasar University, 15(60), 675-691. https://doi.org/10.19168/jyasar.708357
  • Yeşil, A., Ergün, Ü., Amasyalı, C., Er, F., Olgun, N.N., Aker, T.A. (2010). Validity and reliability of the Turkish version of the professional quality of life scale. Archives of Neuropsychiatry, 47, 111-7.
  • Zoonen, W. & Sivunen, A. (2022). Root causes of Zoom fatigue. Electronic Markets, 32(1), 153–177. https://doi.org/10.1007/s12525-021-00501-3

ZOOM YORGUNLUĞU VE AKADEMİSYENLER ÜZERİNDEKİ ETKİLERİ: ANKARA’DAKİ ÜNİVERSİTELER ÖRNEĞİ

Yıl 2025, Cilt: 12 Sayı: 27, 135 - 147, 30.04.2025

Meltem Meriç , Belgin Varol , Hilal Merve Belen

https://doi.org/10.58884/akademik-hassasiyetler.1555331

Öz

Bu çalışmada Zoom yorgunluğunun akademisyenlerin zihinsel iş yükü ve yaşam kalitesi üzerindeki etkisi araştırılmıştır. Araştırmaya 164 akademisyen katılmıştır. Veriler Zoom Yorgunluk ve Yorgunluk Anketi, Zihinsel İş Yükü için CarMen-Q Anketi ve Profesyonel Yaşam Kalitesi Ölçeği kullanılarak toplanmıştır. Regresyon analizleri Zoom yorgunluğu ile zihinsel iş yükü (F=48.988, p<0.05), tükenmişlik (F=20.045, p<0.05) ve şefkat yorgunluğu (F=22.233, p<0.05) arasında anlamlı ilişkiler olduğunu ortaya koymuştur. Bulgular Zoom yorgunluğunun zihinsel iş yükünün artmasına ve yaşam kalitesinin düşmesine katkıda bulunduğunu göstermektedir. Zoom yorgunluğunu azaltmayı amaçlayan müdahaleler akademisyenlerin yaşam kalitesini artırmak için önemli olabilir.

Anahtar Kelimeler

Zoom Yorgunluğu Zihinsel İşyükü Yaşam Kalitesi Akademisyen

Kaynakça

  • Abdul Manaf, M. R., Mohammed Nawi, A., Mohd Tauhid, N., Othman, H., Abdul Rahman, M. R., Mohd Yusoff, H., Safian, N., Ng, P. Y., Abdul Manaf, Z., Abdul Kadir, N. B., Yanasegaran, K., Abdul Basir, S. M., Ramakrishnappa, S., Ariff, M. I., & Ganasegeran, K. (2021). Factors associated with health-related quality of life amongst employees in a Malaysian public university. International Journal of Environmental Research And Public Health, 18(20), 10903. https://doi.org/10.3390/ijerph182010903
  • Akduman, G. (2021). Adaptation of the zoom exhaustion & fatigue questionnaire into Turkish: A validity and reliability study. Journal Behavior at Work, 6(1), 16-28. https://doi.org/10.25203/idd
  • Almpanis, T. & Joseph-Richard, P. (2022). Lecturing from home: Exploring academics' experiences of remote teaching during a pandemic. International Journal of Educational Research Open, 3, 100133. https://doi.org/10.1016/j.ijedro.2022.100133
  • Bailenson, J. N. (2021). Nonverbal overload: A theoretical argument for the causes of Zoom fatigue. Technology, Mind, and Behavior, 2(1). https://doi.org/10.1037/tmb0000030
  • Boekhorst, J., Singh, P. & Burke, R. (2017). Work intensity, emotional exhaustion and life satisfaction. Personnel Review, 46(5), 891-907. https://doi.org/10.1108/pr-05-2015-0130
  • Bruggeman, B., Garone, A., Struyven, K., Pynoo, B. & Tondeur, J. (2022). Exploring university teachers’ online education during COVID-19: Tensions between enthusiasm and stress. Computers and Education Open, 3, 100095. https://doi.org/10.1016/j.caeo.2022.100095
  • DeFreese, J. D. & Mihalik, J. P. (2016). Work-based social interactions, perceived stress, and workload incongruence as antecedents of athletic trainer burnout. Journal of Athletic Training, 51(1), 28–34. https://doi.org/10.4085/1062-6050-51.2.05
  • Deniz, M. E., Satıcı, S. A., Doenyas, C., & Griffiths, M. D. (2022). Zoom fatigue, psychological distress, life satisfaction, and academic well-being. Cyberpsychology, Behavior, and Social Networking, 25(5), 270–277. https://doi.org/10.1089/cyber.2021.0249
  • Elbogen, E. B., Lanier, M., Griffin, S. C. & Amstadter, A. B. (2022). A national study of zoom fatigue and mental health during the COVID-19 pandemic: Implications for future remote work. Cyberpsychology, Behavior, and Social Networking, 25(7), 409–415. https://doi.org/10.1089/cyber.2021.0257
  • Fauville, G., Luo, M., Muller Queiroz, A. C., Bailenson, J. N. & Hancock, J. (2021). Zoom exhaustion & fatigue scale. Computers in Human Behavior Reports, 4. https://doi.org/10.1016/j.chbr.2021.100119
  • Hamid, A. N. Z., Ibrahim, S. & Razali, H. et al. (2021). Health-related quality of life (HRQoL) of academicians in public universities, Malaysia. International Journal of Education, Psychology and Counselling, 6(42), 215-222. https://doi.org/10.35631/IJEPC.642017
  • Higher Education Information Management System. (n.d.). Retrieved on May 1, 2024 from https://istatistik.yok.gov.tr
  • Li, L., Zhang, R. & Piper, A. M. (2023). Predictors of student engagement and perceived learning in emergency online education amidst COVID-19: A community of inquiry perspective. Computers in Human Behavior Reports, 12, 100326. https://doi.org/10.1016/j.chbr.2023.100326
  • Lizana, P. A. & Vega-Fernandez, G. (2021). Teacher teleworking during the COVID-19 pandemic: Association between work hours, work–family balance and quality of life. International Journal of Environmental Research and Public Health, 18(14), 7566. https://doi.org/10.3390/ijerph18147566
  • Oducado, R. M. F., Dequilla, M. A. C. V. & Villaruz, J. F. (2022). Factors predicting videoconferencing fatigue among higher education faculty. Education and Information Technologies, 27(7), 9713–9724. https://doi.org/10.1007/s10639-022-11017-4
  • Riedl, R. (2022). On the stress potential of videoconferencing: Definition and root causes of zoom fatigue. Electronic Markets, 32(1), 153–177. https://doi.org/10.1007/s12525-021-00501-3
  • Rubio-Valdehita, S., Lopez-Nunez, M. I., Lopez-Higes, R. & Díaz-Ramiro, E. M. (2017). Development of the CarMen-Q questionnaire for mental workload assessment. Psicothema, 29(4), 570-576. https://doi.org/10.7334/psicothema2017.151
  • Sayan, H. (2021). Assessment of faculty members' views on distance education during the COVID-19 pandemic process. Academic Journal of Information Technology, 11(42), 100–122. https://doi.org/10.5824/ajite.2020.03.004.x
  • Shoshan, H. N. & Wehrt, W. (2022). Understanding “zoom fatigue”: A mixed-method approach. Applied Psychology, 71(3), 827–852. https://doi.org/10.1111/apps.12360
  • Singh, P., Bala, H., Dey, B. L. & Filieri, R. (2022). Enforced remote working: The impact of digital platform-induced stress and remote working experience on technology exhaustion and subjective well-being. Journal of Business Research, 151, 269–286. https://doi.org/10.1016/j.jbusres.2022.07.002
  • Sokal, L., Trudel, L.E, Babb, J. (2021). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, Vol:1. https://doi.org/10.1016/j.ijedro.2020.100016
  • Stamm, B. H. (2005). The professional quality of life scale: Compassion satisfaction, burnout & compassion fatigue/secondary trauma scales. Pocatello: Idaho State University and Sidran Press.
  • Takac, M., Collett, J., Blom, K. J., Conduit, R., Rehm, I. & De Foe, A. (2019). Public speaking anxiety decreases within repeated virtual reality training sessions. PLoS ONE, 14(5), e0216288. https://doi.org/10.1371/journal.pone.0216288
  • We Are Social. (2022, January 8). Digital 2022 global overview report. Retrieved on 2024, November 9 from https://wearesocial.com/cn/wp-content/uploads/sites/8/2022/01/DataReportal
  • World Health Organization. (2020, March 8). WHO announces COVID-19 outbreak a pandemic. Retrieved on 2024, November 10 from https://www.euro.who.int/en/health-topics/health emergencies/coronavirus-covid-19/news/news/2020/3/whoannounces-covid-19-outbreak-a-pandemic
  • Yang, L. H. (2021). Online learning experiences of Irish university students during the COVID-19 pandemic. All Ireland Journal of Higher Education, 13(1).
  • Yavuz, M., Akca, M. & Tepe Küçükoğlu, M. (2020). Measurement of mental workload: Turkish adaptation of CarMen-Q questionnaire. Journal of Yasar University, 15(60), 675-691. https://doi.org/10.19168/jyasar.708357
  • Yeşil, A., Ergün, Ü., Amasyalı, C., Er, F., Olgun, N.N., Aker, T.A. (2010). Validity and reliability of the Turkish version of the professional quality of life scale. Archives of Neuropsychiatry, 47, 111-7.
  • Zoonen, W. & Sivunen, A. (2022). Root causes of Zoom fatigue. Electronic Markets, 32(1), 153–177. https://doi.org/10.1007/s12525-021-00501-3
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal ve Kişilik Psikolojisi (Diğer)
Bölüm Tüm Sayı
Yazarlar

Meltem Meriç 0000-0002-3146-5500

Belgin Varol 0000-0001-7138-9007

Hilal Merve Belen 0000-0002-3162-1649

Yayımlanma Tarihi 30 Nisan 2025
Gönderilme Tarihi 24 Eylül 2024
Kabul Tarihi 7 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 12 Sayı: 27

Kaynak Göster

APA Meriç, M., Varol, B., & Belen, H. M. (2025). ZOOM FATIGUE AND ITS IMPACT ON ACADEMICIANS: THE CASE OF UNIVERSITIES IN ANKARA. Akademik Hassasiyetler, 12(27), 135-147. https://doi.org/10.58884/akademik-hassasiyetler.1555331
AMA Meriç M, Varol B, Belen HM. ZOOM FATIGUE AND ITS IMPACT ON ACADEMICIANS: THE CASE OF UNIVERSITIES IN ANKARA. Akademik Hassasiyetler. Nisan 2025;12(27):135-147. doi:10.58884/akademik-hassasiyetler.1555331
Chicago Meriç, Meltem, Belgin Varol, ve Hilal Merve Belen. “ZOOM FATIGUE AND ITS IMPACT ON ACADEMICIANS: THE CASE OF UNIVERSITIES IN ANKARA”. Akademik Hassasiyetler 12, sy. 27 (Nisan 2025): 135-47. https://doi.org/10.58884/akademik-hassasiyetler.1555331.
EndNote Meriç M, Varol B, Belen HM (01 Nisan 2025) ZOOM FATIGUE AND ITS IMPACT ON ACADEMICIANS: THE CASE OF UNIVERSITIES IN ANKARA. Akademik Hassasiyetler 12 27 135–147.
IEEE M. Meriç, B. Varol, ve H. M. Belen, “ZOOM FATIGUE AND ITS IMPACT ON ACADEMICIANS: THE CASE OF UNIVERSITIES IN ANKARA”, Akademik Hassasiyetler, c. 12, sy. 27, ss. 135–147, 2025, doi: 10.58884/akademik-hassasiyetler.1555331.
ISNAD Meriç, Meltem vd. “ZOOM FATIGUE AND ITS IMPACT ON ACADEMICIANS: THE CASE OF UNIVERSITIES IN ANKARA”. Akademik Hassasiyetler 12/27 (Nisan2025), 135-147. https://doi.org/10.58884/akademik-hassasiyetler.1555331.
JAMA Meriç M, Varol B, Belen HM. ZOOM FATIGUE AND ITS IMPACT ON ACADEMICIANS: THE CASE OF UNIVERSITIES IN ANKARA. Akademik Hassasiyetler. 2025;12:135–147.
MLA Meriç, Meltem vd. “ZOOM FATIGUE AND ITS IMPACT ON ACADEMICIANS: THE CASE OF UNIVERSITIES IN ANKARA”. Akademik Hassasiyetler, c. 12, sy. 27, 2025, ss. 135-47, doi:10.58884/akademik-hassasiyetler.1555331.
Vancouver Meriç M, Varol B, Belen HM. ZOOM FATIGUE AND ITS IMPACT ON ACADEMICIANS: THE CASE OF UNIVERSITIES IN ANKARA. Akademik Hassasiyetler. 2025;12(27):135-47.
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