Sage Journals: Discover world-class research

Abstract

Frequent videoconferencing usage can lead to videoconference fatigue (VF), potentially undermining students’ academic performance and mental well-being. This study aimed to adapt and validate the Chinese version of the antecedents to videoconference fatigue scale in higher education (AVFS-HE-C). Data were obtained online from 581 Chinese university students, each attending at least one videoconferencing-based course per week. Participants completed the AVFS-HE-C and provided details on their videoconferencing habits and course types. The results supported the original factor structure of the AVFS-HE, demonstrating that the Chinese adaptation is both reliable and valid. Additionally, VF was positively associated with AVFS-HE-C scores, and students enrolled in elective courses reported higher VF levels than those taking major courses. Overall, the AVFS-HE-C offers a robust instrument for measuring VF among higher education students in China.

Keywords

videoconference fatigue AVFS-HE-C course types higher education videoconferencing

Get full access to this article

View all access options for this article.

References

Bailenson

J. N.

(2021). Nonverbal overload: A theoretical argument for the causes of zoom fatigue2, Issue 1. https://doi.org/10.1037/tmb0000030. https://tmb.apaopen.org/pub/nonverbal-overload/release/2

Bailey

D. R.

Almusharraf

(2022). Video conferencing in the e-learning context: Explaining learning outcome with the technology acceptance model. Education and Information Technologies, 27(6), 7679–7698. https://doi.org/10.1007/s10639-022-10949-1

Beaton

D. E.

Bombardier

Guillemin

Ferraz

M. B.

(2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186–3191. https://doi.org/10.1097/00007632-200012150-00014

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. The Journal of Applied Psychology, 106(3), 330–344. https://doi.org/10.1037/apl0000906

Brislin

R. W.

(1970). Back-translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1(3), 185–216. https://doi.org/10.1177/135910457000100301

Camilleri

M. A.

Camilleri

A. C.

(2022). The acceptance of learning management systems and video conferencing technologies: Lessons learned from COVID-19. Technology, Knowledge and Learning, 27(4), 1311–1333. https://doi.org/10.1007/s10758-021-09561-y

Carțiş

(2023). “Zoom Fatigue” in Higher Education: Videoconferencing Impact on Students’ fatigue. European proceedings of educational sciences, education facing contemporary world Issues-EDU WORLD 2022. https://doi.org/10.15405/epes.23045.138

Fauville

Luo

Queiroz

A. C. M.

Bailenson

J. N.

Hancock

(2021). Zoom exhaustion & fatigue scale. Computers in Human Behavior Reports, 4, Article 100119. https://doi.org/10.1016/j.chbr.2021.100119

Fauville

Luo

Queiroz

A. C. M.

Lee

Bailenson

J. N.

Hancock

(2023). Video-conferencing usage dynamics and nonverbal mechanisms exacerbate zoom fatigue, particularly for women. Computers in Human Behavior Reports, 10, Article 100271. https://doi.org/10.1016/j.chbr.2023.100271

10.

(2022). China’s experience of online education during the COVID-19 pandemic: Policies, lessons and challenges. In Dennen

Dickson-Deane

Ifenthaler

Murthy

Richardson

J. C.

(Eds.), Global perspectives on educational innovations for emergency situations (pp. 285–293). Springer International Publishing. https://doi.org/10.1007/978-3-030-99634-5_28

11.

Guadagnoli

Velicer

W. F.

(1988). Relation of sample size to the stability of component patterns. Psychological Bulletin, 103(2), 265–275. https://doi.org/10.1037/0033-2909.103.2.265

12.

Hair

J. F.

Gabriel

Braga

(2019). Development and validation of attitudes measurement scales: Fundamental and practical aspects. RAUSP Management Journal, 54(4), 490–507. https://doi.org/10.1108/RAUSP-05-2019-0098

13.

Hair

J. F.

Matthews

L. M.

Matthews

R. L.

Sarstedt

(2017). PLS-SEM or CB-SEM: Updated guidelines on which method to use. International Journal of Multivariate Data Analysis, 1(2), 107–123. https://doi.org/10.1504/IJMDA.2017.087624

14.

Bentler

P. M.

(1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118

15.

Jiang

Islam

A. Y. M. A.

Spector

J. M.

(2021). Online learning satisfaction in higher education during the COVID-19 pandemic: A regional comparison between eastern and Western Chinese universities. Education and Information Technologies, 26(6), 6747–6769. https://doi.org/10.1007/s10639-021-10519-x

16.

Junco

(2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58(1), 162–171. https://doi.org/10.1016/j.compedu.2011.08.004

17.

Yee

A. Z. H.

(2022). Understanding videoconference fatigue: A systematic review of dimensions, antecedents and theories. Internet Research, 33(2), 796–819. ahead-of-print(ahead-of-print). https://doi.org/10.1108/INTR-07-2021-0499

18.

B. J.

Yee

A. Z. H.

(2024). Development and validation of the antecedents to videoconference fatigue scale in higher education (AVFS-HE). Education and Information Technologies, 29(18), 1–22. https://doi.org/10.1007/s10639-024-12876-9

19.

B. J.

Zhang

(2024). Exploring the links between type and content of virtual background use during videoconferencing and videoconference fatigue. Frontiers in Psychology, 15, 1408481. https://doi.org/10.3389/fpsyg.2024.1408481

20.

Lockee

B. B.

(2021). Online education in the post-COVID era. Nature Electronics, 4(1), 5–6. https://doi.org/10.1038/s41928-020-00534-0

21.

Mader

Ming

(2015). Videoconferencing: A new opportunity to facilitate learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 88(4), 109–116. https://doi.org/10.1080/00098655.2015.1043974

22.

Massner

C. K.

(2021). Zooming in on zoom fatigue: A case study of videoconferencing and zoom fatigue in higher education Ph.D. Liberty University. https://www.proquest.com/docview/2555927490/abstract/D85F4AD2CCC34A17PQ/1

23.

McNeish

Wolf

M. G.

(2020). Thinking twice about sum scores. Behavior Research Methods, 52(6), 2287–2305. https://doi.org/10.3758/s13428-020-01398-0

24.

Mishra

Pandey

C. M.

Singh

Gupta

Sahu

Keshri

(2019). Descriptive statistics and normality tests for statistical data. Annals of Cardiac Anaesthesia, 22(1), 67–72. https://doi.org/10.4103/aca.ACA_157_18

25.

Nadler

(2020). Understanding “zoom fatigue”: Theorizing spatial dynamics as third skins in computer-mediated communication. Computers and Composition, 58, Article 102613. https://doi.org/10.1016/j.compcom.2020.102613

26.

Okabe-Miyamoto

Durnell

Howell

R. T.

Zizi

(2022). Video conferencing during emergency distance learning impacted student emotions during COVID-19. Computers in Human Behavior Reports, 7, Article 100199. https://doi.org/10.1016/j.chbr.2022.100199

27.

Peña

E. D.

(2007). Lost in translation: Methodological considerations in cross-cultural research. Child Development, 78(4), 1255–1264. https://doi.org/10.1111/j.1467-8624.2007.01064.x

28.

Phakey

Godara

Pandey

K. K.

(2023). Confirmatory factor analysis of a zoom fatigue scale and its psychological correlates: A study on Indian students. Fatigue: Biomedicine, Health & Behavior, 11(2–4), 94–104. https://doi.org/10.1080/21641846.2023.2190726

29.

Pingkiany

A. J.

Wong

Valentina

(2021). A creative communication of overcoming zoom fatigue (pp. 148–152). https://doi.org/10.2991/assehr.k.210805.024

30.

Podsakoff

P. M.

MacKenzie

S. B.

Lee

J.-Y.

Podsakoff

N. P.

(2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. The Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879

31.

Rapanta

Botturi

Goodyear

Guàrdia

Koole

(2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y

32.

Riedl

(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

33.

Schaufeli

W. B.

Salanova

(2007). Efficacy or inefficacy, that’s the question: Burnout and work engagement, and their relationships with efficacy beliefs. Anxiety, Stress, and Coping, 20(2), 177–196. https://doi.org/10.1080/10615800701217878

34.

Scovotti

Spiller

L. D.

(2011). Cross-border student collaborations: Opportunities for videoconferencing. Marketing Education Review, 21(1), 57–62. https://doi.org/10.2753/MER1052-8008210108

35.

Sklar

(2020). ‘Zoom fatigue’ is taxing the brain. Here’s why that happens. Science. https://www.nationalgeographic.com/science/article/coronavirus-zoom-fatigue-is-taxing-the-brain-here-is-why-that-happens

36.

Tabachnick

B. G.

Fidell

L. S.

(2001). Using multivariate statistics (Seventh edition). Pearson.

37.

Taber

K. S.

(2018). The use of cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2

38.

van de Vijver

F. J. R.

Leung

(2021). In Fetvadjiev

V. H.

Fontaine

J. R. J.

(Eds.), Methods and data analysis for cross-cultural research (2nd ed.). Cambridge University Press. https://doi.org/10.1017/9781107415188

39.

Wegge

(2006). Communication via videoconference: Emotional and cognitive consequences of affective personality dispositions, seeing one’s own picture, and disturbing events. Human-Computer Interaction, 21(3), 273–318. https://doi.org/10.1207/s15327051hci2103_1

Validation of the Chinese Translated Antecedents to Videoconference Fatigue Scale in Higher Education

Abstract

Keywords

Get full access to this article

References