ZOOM FATIGUE AS A SOCIAL PHENOMENON:

PERSPECTIVES OF MAED SOCIAL

STUDIES STUDENTS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 14
Pages: 417-433
Document ID: 2023PEMJ1265
DOI: 10.5281/zenodo.8426594
Manuscript Accepted: 2023-10-10
Psych Educ, 2023, 14: 417-433, Document ID:2023 PEMJ1265, doi:10.5281/zenodo.8426594, ISSN 2822-4353
Research Article

Zoom Fatigue as a Social Phenomenon: Perspectives of MAEd Social Studies Students

Victor Dames M. Atillo*, Emma C. Ceballo
For affiliations and correspondence, see the last page.
Abstract
This study examined the experiences of graduate students during the pandemic, with a particular
focus on the difficulties they encountered with online learning. Nine (9) Master of Arts in Education
major in Social Studies were interviewed using a qualitative approach and semi-structured questions.
The research yielded 12 themes, which include "encountering connectivity issues", "encountering
time management concerns", and "encountering self-exhaustion and disappointments" when asked
about how they felt when Zoom fatigue happened to them while studying graduate classes,
"excitement at first meeting only", "physically and mentally challenged", and "submission of poor
outputs" when asked about how Zoom fatigue affected or influenced the quality of learning they have
in the graduate school, "physical and emotional stress”, “poor work and school productivity", and
"limited time for family and recreation" when asked about how Zoom fatigue affected their personal
lives as professional teachers and as individuals, and "managing time wisely", "being self-determined
and persevering", and “seeking help from peers and teachers” when asked for their ways of coping
Zoom fatigue. The findings have numerous implications for mental health interventions, policy, and
future research, including the necessity of implementing interventions and policies that promote
work-life balance, stress management, and digital literacy.

Keywords: education and learning, graduate students, Zoom fatigue, online learning, COVID-19
pandemic, Philippines

Introduction Manolache and Rusu (2020) emphasized that Zoom

The global health outbreak of 2020 accelerated a shift
in higher education toward distance learning that had
been in the works for years, as technological
advancements enabled students to continue their
education while adhering to stringent health
regulations. As part of a government regulation
prohibiting contactless instruction, higher education
institutions across the nation rushed in the first quarter
of the same year to convert their courses to a virtual
instructional delivery mode (Siegel et al., 2021).
In response to the new modality in instruction,
majority of universities and colleges shifted to
Learning Management System (LMS), discussion
boards, learning modules, and videoconferences when
the COVID-19 pandemic occurred (Fatani, 2020). As a
result, faculty and students overwhelmingly reported
using videoconferencing tools such as Zoom, Google
Meet, Microsoft Teams, etc (Jacques, Ouahabi &
Lequeu, 2021). When the global pandemic required
the suspension of enforced social separation and even
school closures (Rudick & Dannels, 2020), the
disruption to normal life was mitigated by the
increased use of communication technology,
particularly videoconferencing.
Zoom is a useful tool for attending students and with
coworkers, conducting remote office hours with
students, and conducting live online classes. Chagas,
Atillo & Ceballo
can record sessions using the user's voice, webcam,
and document camera and is capable to do breakout
rooms, where students can be placed for separate
discussions, apart from the personal meeting rooms
where teachers meet with classmates. However, in
contrast, several studies (e.g., Braun, Davitti & Slater,
2020; Byrnes et al., 2021; Li & Yee 2022) noted that
videoconferencing technology has drawbacks in terms
of excessive use of such services and time spent in the
virtual environment. Video calls are exhausting for
most people because "they require us to focus more
intently on conversations in order to absorb
information" (Fosslien & Duffy, 2020). They
emphasized that Zoom fatigue is a very real and
increasingly prevalent phenomenon.
Moreover, the COVID-19 pandemic has caused an
unprecedented shift in educational modalities,
compelling students around the world to adopt remote
learning. Under normal circumstances, graduate
students would thrive on classroom discussions,
debates, and intimate interactions with their peers and
professors (Guzzardo et al., 2021). Even though the
universities prioritized interactive learning through the
virtual world, the majority of classes still require two-
way communication. The transition was initially
exciting and intriguing due to the realization that
students do not need to exert extra effort to learn
(Engzell, Frey & Verhagen, 2020; Mondol &
Mohiuddin, 2020).
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Research Article
While platforms like Zoom have enabled the
continuation of education during such a disruptive
event, they have also introduced a novel form of
cognitive and emotional exhaustion known as Zoom
fatigue. This phenomenon, which is characterized by
feelings of fatigue, exhaustion, and constant anxiety, is
not merely an annoyance; it represents a significant
educational challenge (Bailenson, 2021). It has a direct
effect on students' ability to concentrate, engage in
meaningful dialogue, and comprehend complex social
studies content (Nadler, 2020).
Generally, learners are already “burned out” in Zoom
classes. Zoom fatigue is a subtype of burnout and
mental exhaustion with many of the same symptoms
(Bailenson, 2021). Given that everyone is still
adjusting to the new educational environment caused
by the COVID-19 pandemic. Now, these students
frequently engage in multiple hours of video
conferencing per day in a virtual environment.
Bailenson elaborated by defining Zoom fatigue as the
feeling of exhaustion that results from excessive video
conferencing calls. It is more than just a combination
of tired eyes, a sore lower back, and a stiff neck; it is
also the mental exhaustion that results from spending
excessive amounts of time on these calls.
Consequently, Zoom fatigue can compromise the
quality of learning and instruction, potentially
impacting these students' overall academic
performance and mental health (Ho et al., 2021;
Miguel et al., 2021; Phaire, 2022). In a field of study
that heavily relies on interpersonal communication and
critical analysis, it is of the utmost importance to
comprehend and address the implications of Zoom
fatigue. Proof of these is a recent NBC (2020) study
which found that remote students are more stressed
than their in-class peers. More than 10,000 students
from 12 U.S. high schools were surveyed, and it was
revealed those who had spent time in the classroom
reported lower levels of stress and anxiety than their
online counterparts. In the Philippines, Oducado
(2021) found that extended exposure and frequent
meetings result in negative attitudes among students
and increase the likelihood of Zoom burnout during
virtual conferences.
Several studies have been viewed to shed light on the
phenomenology of Zoom burnout, how it existed, how
it affected both students and teachers in the education
and learning process, and what are the felt
manifestations or consequences when the pandemic
struck. Several issues that surfaced ranged from
technical issues to personal ones that cover
psychological and social wellbeing. These issues arise
Atillo & Ceballo
during the actual online educational activities of the
students at the very height of pandemic. With this,
González and Moore (2020) suggested that instructors
must prepare teaching and learning activities such as
materials, learning media, and instructional strategies.
Educators face significant changes, including adaptive
and transformative teaching and learning activities
(Khanna & Kareem, 2021).
One of the pressing issues that worsened Zoom fatigue
was the difficulty connecting with the internet. During
a particularly isolating and lonely period, Zoom was
the lifeline that kept people connected and productive.
However, even in developing or underdeveloped
nations, it is difficult for students to access the internet
despite of online learning as being the norm (Gulati,
2008). It was expected that students using any
platform will always have poor access to high-quality
internet connectivity due to inadequate broadband
coverage (Cullinan et al., 2021). Moreover, this was
ameliorated by variances of connections of the
catchment areas of urban and rural areas with varying
connectivity, which may then impact the type of
online/blended model that be delivered (Rasheed,
Kamsin & Nor, 2020). It was seen that differences in
the quality of broadband connectivity for students
living at home versus on campus are likely a
significant factor in this potential divide (Silva,
Badasyan, & Busby, 2018).
Sev er al s tu d ie s (e.g ., Alia et al., 20 2 2 ;
Kawinkoonlasate, 2020; Lee, 2021) agreed that the
Zoom platform, which has gained popularity in recent
y ear s, has b eco m e th e d o m in an t o n lin e
videoconferencing method. Latulipe and De Jaeger
(2022) explained that the Zoom platform has
numerous features and tools that can be utilized in
online classes, such as Zoom's breakout rooms for
virtual socialization in large groups. In addition,
Shapira et al. (2021) explained that Zoom can assist in
mitigating the negative health effects of isolation, and
in a time when the spread of germs is so simple and
potentially fatal, it facilitates social interaction without
the risk of acquiring additional health issues
(Greenwood-Hickman et al., 2021).
There are numerous reasons to be grateful for the
existence of videoconferencing platforms like Zoom,
which have allowed life to continue. In terms of
instruction, Turnbull, Chugh and Luck (2021) argued
that critical assessment is required to improve the tools
and features of the Zoom platform. However, it was
emphasized that this does not equate to a categorical
rejection of the technologically mediated classroom,
even though mediated communication is neither
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optimal nor preferable. Further discussion revealed
that videoconferencing technology seeks to avoid
simplistic and deterministic claims that Zoom and
other platforms are causing issues or problems
(Grandinetti, 2022).
Video conferencing is the closest substitute for
physical instruction (Jena, 2020), and because of too
much reliance on the technologies to administer
academic activities, many faculty members, especially
graduate students, have described using these virtual
platforms as "fatiguing," prompting researchers to coin
the term "Zoom fatigue" to describe this new social
phenomenon. For instance, Vandenberg and
Magnuson (2021) investigated the concern that
teaching and learning via video conferencing in Zoom
is less effective than in a traditional classroom. It was
determined that the quality of instruction and learning
at the remote location was inferior to that of a standard
classroom. In addition, several studies (e.g., Dacillo et
al., 2022; Lei & So, 2021; Massner, 2022; Nova, 2020)
examined students' perspectives on videoconferencing
in higher education, which pointed a salient result:
students viewed the use of videoconferencing in the
classroom negatively.
In contrast, Gonzalez and Moore (2020) emphasized
that in many universities around the world, the internet
became accessible to students, faculty, and staff. The
various Zoom features enabled instructors to create
interactive learning environments. These features
include a virtual whiteboard with the ability to
annotate concepts, breakout rooms for creating small
collaborative groups, polls for student feedback, and
chat to facilitate classroom discussions. Zoom
meetings can also be recorded and made accessible for
future reference. This was echoed by the common
finding of several subsequent studies (e.g., Kinsky,
Merle & Freberg, 2021; Nuraziza, Oktaviani & Sari,
2021; Sutton-Brady, 2021) that both faculty and
students appreciated the use of Zoom. It is even said
that Zoom app enabled students to cultivate beneficial
relationships with their advisors and increased their
productivity (Sutiyono & Hastomo, 2022).
Synthesizing the abovementioned studies, the increase
in remote learning due to the global pandemic has led
to an increase in research on the experiences of
graduate students with Zoom fatigue. Graduate
students are especially susceptible to this phenomenon,
as they frequently spend lengthy amounts of time on
platforms like Zoom for coursework and research
meetings (Massner, 2021; Oducado, Robles & Rosano,
2022). The fatigue manifests itself in a variety of
ways, including increased stress, anxiety, and burnout,
Atillo & Ceballo
decreased attention and engagement, and deteriorating
work-life balance. In addition, the aforementioned
literature does not provide definitive guidance on how
to effectively combat Zoom fatigue. Graduate students
have developed a variety of coping mechanisms in
response to Zoom fatigue, according to multiple
studies (Creely et al., 2022; Lee, 2021; Peper et al.,
2021). With these studies as a guide, it is evident that
the study could produce significant results regarding
the faculty and institutions' significant role in reducing
this burden by re-evaluating the necessity of video
meetings, promoting mental health resources, and
creating supportive academic environments.
This study’s theoretical bases are the Cognitive Load
Theory (CLT) and Social Presence Theory (SPT),
which can be used to explain the occurrence of Zoom
fatigue among students during the height of the
pandemic. Sweller's (1988) Cognitive Load Theory
posits that human cognitive processing has a limited
capacity, and that excessive cognitive demands can
reduce learning and comprehension. Due to constant
multitasking, interpreting nonverbal cues, and
managing technical difficulties, video conferencing
platforms like Zoom impose additional cognitive
demands on users (Sweller, 1988). Therefore, the
cognitive processing capacity overload may contribute
to Zoom fatigue among students.
On the other hand, Social Presence Theory focuses on
the degree of salience between communicators in a
mediated environment (Short, Williams, & Christie,
1976). According to this theory, the absence of
physical presence in video conferences can make it
difficult for students to establish and maintain
interpersonal connections, thereby heightening
feelings of isolation and disconnection (Short et al.,
1976). As students struggle to adapt to this new mode
of communication, they may experience elevated
levels of stress and anxiety, which can exacerbate
Zoom fatigue.
The research is also founded on Freudenberger's
(1974) original definition of employee burnout. He
used this term to describe the effects of high
expectations and intense stress in helping professions,
such as those of doctors and nurses. Those who
frequently place the needs of others above their own
are prone to burnout, which is characterized by
exhaustion, depletion, and a diminished capacity to
function. The term is now applicable to various
groups, including overburdened professionals,
celebrities, overworked employees, and remote
workers, in addition to those in the helping
professions. Burnout manifests in various ways, with
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symptoms and severity varying from person to person.
Multiple factors begin to influence the individual
during the first year after starting a new job, and this is
when burnout typically manifests itself.
Cognitive Load Theory (CLT) and Social Presence
Theory (SPT) are related to Freudenberger's (1974)
concept of staff burnout, as all three theories focus on
the potential negative effects of excessive demands
and stress on individuals. However, the focus and
context of each theory are distinct from one another.
Freudenberger's (1974) concept of staff burnout
primarily applies to "helping" professionals, such as
physicians and nurses, who experience exhaustion and
depletion as a result of high ideals, extreme stress, and
self-sacrifice. Burnout can manifest as a decline in
work performance, emotional and physical exhaustion,
and a detached or cynical attitude. Cognitive Load
Theory (Sweller, 1988) examines the limitations of
human cognitive processing capacity and how
excessive cognitive demands can inhibit learning and
comprehension. CLT explains, in the context of Zoom
fatigue, how the additional cognitive burdens
associated with video conferencing platforms can
result in student fatigue and diminished performance.
Social Presence Theory (Short et al., 1976) examines
the difficulties associated with establishing and
maintaining interpersonal connections in mediated
communication environments. This theory relates to
Zoom fatigue by emphasizing the feelings of isolation
and disconnection that students experience during
remote learning, which can exacerbate stress and
contribute to fatigue.
While all three theories examine the effects of stress
and excessive demands on individuals, their respective
foci and contexts vary. Freudenberger's concept of
burnout focuses on helping professions and the
repercussions of self-sacrifice, whereas CLT focuses
on the cognitive aspects of information processing and
SPT investigates the social dynamics of mediated
communication. Together, these theories can provide a
more complete understanding of the factors that
contribute to Zoom fatigue and burnout in different
contexts.
With these pronouncements, this study aims to explore
the significant experiences, and challenges
encountered by the by MAEd students major in Social
Studies in University of Mindanao, Davao City during
their online classes using the Zoom video conferencing
platform. Also, this study investigated the effects of
the respondents' platform usage. Basically, this study
sought answers to the following questions: (1) When
did the participants feel that they have fatigue in being
Atillo & Ceballo
in class in an online platform? (2) How did Zoom
fatigue affect or influence the lives of graduate
students? and (3) How did the participants cope with
their online learning despite the experience?
It is essential to conduct research on Zoom fatigue
among graduate students for a number of reasons, as
these investigations have the potential to benefit not
only the students themselves, but also faculty
members, universities, and future researchers.
Understanding the causes and effects of Zoom fatigue
can lead to the development of effective coping
strategies and interventions for graduate students. This
knowledge enables them to maintain their health,
improve their learning experiences, and enhance their
academic performance during remote learning periods.
Insights into Zoom fatigue can inform teaching
practices and facilitate the design of more engaging,
flexible, and supportive online learning environments
for faculty members. By considering the challenges
posed by Zoom fatigue, instructors can adapt their
pedagogical strategies to better meet the needs of their
students, resulting in increased student engagement
and improved learning outcomes.
Universities benefit from Zoom fatigue research by
identifying areas where institutional support and
resources can be utilized more effectively to improve
remote learning experiences. By addressing the
concerns of both students and faculty, universities can
create a remote education model that is more effective,
sustainable, and inclusive. This contributes to the
institution's academic excellence and student
satisfaction reputation. Lastly, future researchers will
benefit from these studies because they provide a
foundation for additional research into the
phenomenon of Zoom fatigue and the development of
best practices for remote learning. These studies
contribute to the expanding body of knowledge on
distance education by informing the development of
enhanced digital tools and platforms and the
optimization of online learning experiences in a
variety of educational contexts.
This study aims to investigate the experiences of Zoom
fatigue among Social Studies-majoring graduate
students enrolled in an online Master of Arts in
Education program during SY 2 0 21- 2022.
Understanding the unique challenges faced by ten
graduate students in the context of remote learning via
video conferencing platforms is the objective of this
study. The research will investigate the physical,
emotional, and cognitive manifestations of Zoom
fatigue, as well as their impact on academic
performance and general well-being. In addition, the
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study will investigate the coping mechanisms
employed by the participants to mitigate the effects of
Zoom fatigue, as well as the potential role of faculty
and institutional support in addressing the issue.
Despite the study's contributions to the understanding
of Zoom fatigue among graduate students, certain
limitations must be taken into account. The small
sample size of 10 graduate students may limit the
generalizability of the results to the graduate student
population as a whole. These students' experiences
might not be representative of all Master of Arts in
Education students or students in other disciplines. The
research is limited to the period of online classes and
lockdowns, which may not accurately represent the
experiences of students in more conventional or hybrid
educational settings. Due to the study's exclusive focus
on Social Studies majors, the results may not
accurately reflect the experiences of students from
other majors or disciplines, who may have faced
different challenges in relation to remote learning and
Zoom fatigue. In addition, the study does not take into
account other factors that may contribute to or
exacerbate Zoom fatigue, such as preexisting mental
health conditions, personal life stressors, and varying
levels of technological proficiency.
Methodology
Study Participants
This study examined the phenomenology of Zoom
fatigue among Master of Arts in Education in Social
Studies majors. Ten MAED Social Studies students,
who are all teachers themselves, took part in the in-
depth interview (IDI). This study employed the non-
probability sampling technique of purposive sampling.
According to Patton (1990), purposive sampling is the
selection of informants based on their ability to
elucidate a specific theme, concept, or phenomenon,
with the researcher relying on his or her own
discretion when selecting participants from the
population. The primary objective of purposive
sampling is to concentrate on specific characteristics
of a population that are of interest, so that you can best
answer your research questions.
To provide context, there are thirty-one (31) students
who took their graduate studies, taking Master of Arts
in Education program major in Social Studies for the
second semester SY 2021-2022. Of the thirty-one (31)
students who could provide the necessary information,
only nine (9) participants agreed to participate in the
interviews. According to Creswell (2009), the sample
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size for a qualitative study should be between 6 and 14
participants to be chosen based on the appropriate
inclusion criteria. The researcher considered the
location and internet accessibility of the respondents,
the availability and willingness to be interviewed.
From the total number of participants these were the
respondents who were available, and they voluntarily
responded to the request.
Materials and Instruments
In this study, an interview guide was used as the data
collection tool, and the researcher formulated the
questions that were divided into four (4) distinct
categories. The guiding questions went through
different stages of development: First, the researcher
made thorough research online, read books and journal
articles, and even watched national and local news
concerning the topic to conceptualize and create the
interview guide; second, after the conceptualization of
the guide questions, the same was submitted to the
adviser for initial comments and suggestions prior to
expert content validation involving five experts.
Design and Procedure
This study followed the qualitative-phenomenological
design. According to Denzin and Lincoln (2000), this
design is suitable as it describes the universal essence
of a phenomenon and investigates the everyday
experiences of human beings while suspending the
researcher’s preconceived assumptions about the
phenomenon. In other words, phenomenological
research studies lived experiences to gain deeper
insights into how people understand those experiences.
Research using phenomenological design assumes that
people use a universal structure or essence to make
sense of their experience. They interpret the
participant’s feelings, perceptions, and beliefs to
clarify the essence of the phenomenon under
investigation.
Ethical Considerations
Contingent to UMERC approval number 2022-097,
the study observed the following processes to ensure
ethical standards: The researcher asked permission in
writing from the Dean of the Professional Schools to
allow the students from the MAED Social Studies
program to participate in the study. Upon the approval
of the Dean, the researcher sought for the list of
currently enrolled MAED major in Teaching Social
Studies students and contacted the final participants
and asked for their consent to be included in the
interview. The participants are bona fide students
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pursuing the said program who participated
voluntarily, without any reservations and incentives
offered. Participants were selected fairly and in
accordance with the study's inclusion and exclusion
criteria. They were given an informed consent form
(ICF) that detailed the purpose of the study. An
orientation was conducted using Zoom video
conferencing, and the researcher sent a link with a
password to the service. The researcher thoroughly
discussed the primary purpose of the study, the
importance of their participation, and the concept of
confidentiality. This was to ensure that the participants
have given the researcher their complete trust and
confidence throughout the process.
In light of the current situation caused by the
COVID-19 pandemic and to ensure the participants'
safety, the researcher conducted the in-depth
interviews with the participants via Zoom video
conferencing based on the participants' availability.
After conducting the interviews, the researcher
prepared certificates of appreciation for those who
participated in the research. The interview responses
have been transcribed, read, and translated before they
were analyzed. Using coding and thematic analysis,
the researcher examined the collected and aggregated
data in this study for patterns. The data were grouped
into categories containing participant responses with
similar characteristics. To strengthen the data's
dependability, the data analyst verified the data
transcriptions further.
Privacy and confidentiality were both ensured not only
in the actual interview with the informants, but also in
dealing with the interview transcriptions. The
transcriptions, after encoding them, were saved and
stored in the University email-linked Google Drive
which can only be accessed by the researcher and the
supervisor. The data storage in Google Drive has
unlimited storage capacity to save the individual
recordings of the interviews as well as the
transcriptions. Six months after the completion of the
research study, the stored data will be set to private
and archived.
The researcher has considered in the conduct of this
study is honesty. It is assured that this research did not
falsify or misinterpret any data from the respondents.
The third consideration is objectivity. The researcher
assured that the data were dinterpreted without bias
and had fully accepted whatever the results were,
bracketing out the personal experiences of the
researcher himself. Another consideration is
confidentiality. It is assured that the researcher has
protected the shared information and identities of the
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respondents. This study is also voluntary, wherein the
respondents can withdraw their participation anytime
during the conduct of the in-depth interview.
Moreover, the University of Mindanao Ethics Review
or (UMERC) has the authority to monitor and review
the progress of the study. This is also to ensure that the
participants agree with the guidelines set forth by this
research study and take into account the potential risks
and benefits for the community in which the research
will be carried out.
Results and Discussion
Experiences of MAED Students of Zoom Fatigue in
Class
Table 1 shows the themes and the significant quotes
that flourished during the conduct of the interview
with the MAED Social Studies students as they were
asked as to when they felt that they have Zoom fatigue
in being in an online class. The themes are as follows:
encountering connectivity issues, encountering time
management concerns, and encountering exhaustion
and disappointments. The themes were drawn out of
the responses of the participants on which they refer
they mostly feel the fatigue when they catch
themselves in varied situations that give them pressure.
Encountering connectivity issues. For the first
theme, most of the participants shared their sentiments
on how they struggled when they experienced
connectivity issues while having their online class. The
theme "Encountering Connectivity Issues" emphasizes
the impact of poor and unstable internet connections
on graduate students' Zoom fatigue during remote
learning. The subthemes that emerged from the
responses of students highlight the various difficulties
associated with poor internet connectivity, including
disruptions during online classes, missed information,
difficulty participating in group activities, and
increased mental and physical fatigue:
Melvin: "My unstable internet connection makes it
hard to focus in online classes. I miss important
information when the connection drops during a
lecture or discussion. My anxiety about connectivity
issues keeps me from learning and exhausts me.”
MSWEZFdP_3Q-1
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Table 1. Themes on when do the participants feel that
they have fatigue in being in class in an online
platform
Minerva: "Poor internet connectivity is one of my
biggest challenges when taking online classes. The
connection keeps dropping out, making group
activities and classroom discussions difficult. This has
hindered my ability to contribute to class and
increased my stress levels as I worry about missing
important material." MSWEZFdP_1Q-1
Sophia: "Technical issues, especially with my internet
connection, worsen my Zoom fatigue." Poor
connectivity disrupts the lesson, making it hard for me
to focus. When I have connectivity issues, I get
irritated and anxious, which makes online classes
mentally and physically exhausting.”
MSWEZFd P_ 5Q -1
Multiple studies support the idea that Zoom
connectivity issues exacerbate student fatigue. For
example, Chen et al. (2020) found that a stable and
dependable internet connection is necessary for
effective online education. When students encounter
connectivity issues, they are more likely to experience
stress, anxiety, and frustration, which can lead to
Zoom fatigue (Wiederhold, 2020). Moreover, students
who experience frequent internet disruptions may find
it difficult to maintain focus and engagement in their
online classes, negatively impacting their academic
performance and well-being overall (Bao, 2020).
Students may feel disconnected from their peers and
teachers because of connectivity issues (Kebritchi,
Lipschuetz & Santiague, 2017).
Atillo & Ceballo
Encountering Time Management Concerns. The
second theme emphasizes the difficulties graduate
students face in effectively managing their time during
online classes. The subthemes that emerged from the
responses of the students highlight the various issues
associated with time management, such as consecutive
class schedules, exhaustion, decreased time for
socializing, and difficulty balancing academic and
personal responsibilities.
Sophia: "I've had trouble managing my time since
online classes. My morning-to-afternoon class
schedule leaves little time for homework, studying, or
self-care. Back-to-back synchronous classes are
exhausting, and with work the next day, I have little
time for socializing or recharging, which has hurt my
health.” MSWEZFdP_5Q-1
Nilo: "One of the hardest parts of online learning for
me has been balancing successive class schedules with
my other responsibilities. Due to the synchronous
nature of online classes, breaks, self-study, and
socializing with friends and family are hard to fit in.
After a day of online classes, my inability to balance
work and life has affected my mental health.”
MSWEZFdP_2Q-1
Miguel: “Remote learning has made time management
harder for me. Online classes and deadlines have
hampered my social life, and I often feel overwhelmed.
The constant pressure to balance academic
requirements with personal obligations has left me
with little time to decompress, affecting my academic
p erfo rman ce and emotional w el l- being.”
MSWEZFd P_ 8Q -1
Several studies support the notion that time
management is a crucial factor influencing students'
academic success and well-being. According to
studies, students who struggle with time management
tend to experience higher levels of stress and anxiety,
which can have a negative impact on their academic
performance and mental health (Wolters & Brady,
2020). Moreover, the shift to online learning has
disrupted traditional routines, presenting students with
new challenges in time management (Glynn et al.,
2021). In addition, students may struggle to find time
for breaks, self-study, or socialization due to the
synchronous nature of online classes, leading to
exhaustion and burnout (Cho, Lee & Kim, 2019). Poor
time management can also negatively impact the
personal relationships and social lives of students,
resulting in feelings of isolation and diminished
quality of life (Chen et al., 2020).
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Encountering Exhaustion and Disappointments.
The third theme emphasizes the highlights of the
challenges faced by graduate students during online
classes, leading to feelings of self-exhaustion and
disappointment. The subthemes emerging from the
students' responses emphasize the various issues
associated with this challenge, such as a lack of
interest in the subject matter, unprepared reporters, and
difficulty staying engaged during online classes. These
were manifested in the statements of three MAED
students:
Teresa: "When I don't like the subject, online classes
leave me exhausted and disappointed." Online classes'
synchronous nature can be draining, and I struggle to
stay engaged and motivated when I'm not fully
invested in the subject. Self-exhaustion and
disappointment can demotivate and affect my class
performance." MSWEZFdP_4Q-1
Minerva: "One of my biggest challenges in online
classes is feeling self- exhausted and disappointed
when assigned reporters fail to deliver their topics
effectively. When we're expected to be active learners,
it's frustrating when a student is unprepared or
submits a poor report." MSWEZFdP_1Q- 1
Andres: "During online classes, my brain shuts down
and I can't keep up. Online classes are synchronous,
so I must be fully engaged throughout, which can be
mentally exhausting, especially if the content is
difficult. Exhaustion and disappointment can make it
hard to focus and engage meaningfully with class
material.” MSWEZFdP_6Q-1
Multiple studies demonstrate that students' motivation
and interest in the subject matter have a significant
impact on their academic performance and well- being.
According to Oberle et al. (2020), students who are not
interested in a subject tend to experience lower levels
of engagement, lower academic performance, and
higher levels of stress. Moreover, the synchronous
nature of online classes may exacerbate feelings of
self-exhaustion and disappointment, as students may
find it difficult to remain engaged and focused on the
material (Bao, 2020). In addition, unprepared reporters
can significantly diminish the quality of the learning
experience for all students, resulting in disappointment
and disillusionment (Chen et al., 2020). These negative
emotions can have a multiplicative effect on students'
motivation and engagement, resulting in self-
exhaustion and poor academic performance.
Table 2 shows the themes and the significant quotes
that emerged during the conduct of the interview with
the MAED Social Studies students as they were asked
as to how Zoom fatigue affected or influenced their
lives not just being students in graduate studies, but
also as working professionals and individuals. The
themes are as follows: excitement at first meeting only,
physically and mentally challenged, submission of
poor outputs, physical and emotional stress, poor work
and school productivity, and limited life for family and
recreation.
Excitement at First Meeting Only. The theme shows
graduate students' initial excitement in their first online
classes, which fades over time. Students' subthemes
highlight this challenge's issues, such as changing
interests and motivation, scheduling conflicts, and
difficulty maintaining engagement:
Andres: "The first few online classes were exciting. I
was curious about the new experience. I was excited
until I realized our classes were on Sundays, which
made it hard for me to focus. My interest in the class
waned as the weeks went on, and I wondered if I
should keep studying." MSWEZFdP_6Q-2
Celia: "Taking an online course was exciting at first. I
was eager to learn. I lost interest in the course as the
weeks went by. Boredom and frustration replaced
excitement. I considered dropping the course because I
struggled to stay motivated and focused.”
MSWEZFdP_6Q-2
Table 2. Themes on how Zoom fatigue affected or
influenced the lives of graduate students.

Effect Of Zoom Fatigue To The Lives Of Maed

Social Studies Student

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Nilo: "During the first few classes of our online
course, I was excited to learn new things and engage
with my classmates. I became less interested in the
course content and more frustrated by online
learning's limitations. Our Sunday classes made it
hard to focus. Despite these challenges, I've decided to
continue the course and find ways to stay motivated."
MSWEZFdP_2Q-2
Multiple studies demonstrate that the initial
enthusiasm and motivation of students can have a
substantial effect on their academic performance and
well- being. Studies have shown that students who are
initially motivated and engaged in their studies
perform better academically and report higher levels of
happiness (Linnenbrink-Garcia, Patall & Pekrun,
2016). Sustaining motivation and engagement over
time is difficult, especially in the context of online
learning, which can be isolating and requires high
levels of self-discipline (Li et al., 2021). In addition,
scheduling conflicts can further undermine students'
engagement and motivation, as they may struggle to
balance their academic and personal obligations (Chen
et al., 2020). This can result in feelings of frustration
and disillusionment, which can have a negative effect
on the motivation and engagement of students.
Physically and Mentally Challenged. The theme
"Physically and Mentally Challenged" focuses on the
physical and mental obstacles graduate students face in
online classes, such as slow information processing,
Atillo & Ceballo
constant back pain, eye strain, and mental exhaustion.
The subthemes that emerged from the students'
responses highlight the various issues associated with
this challenge, such as the long hours spent in front of
a computer and the negative impact on the students'
well-being as a whole. Statements from three students
are reflected below, which include the following:
Celia: "Online classes challenge me physically and
mentally. Sitting at the computer all day causes back
pain and eye strain. My mind processes information
slowly, which exhausts and frustrates me. These
mental and physical challenges drain me and affect my
well-being." MSWEZFdP_7Q- 2
Minerva: "Online classes have been difficult for me,
especially with back pain and eye strain. My lower
back hurts from long computer sessions. My mind also
struggles to process information, leaving me mentally
exhausted and fatigued. These challenges are difficult
to manage and affect my motivation and engagement."
MSWEZFdP_1Q-2
Miguel: "Online classes have been physically and
mentally challenging. Back pain and eye strain from
long computer hours are constant. I also get tired,
making it hard to process information. These physical
and mental challenges are frustrating and affect my
a cademic p erfo rman ce and well- being ."
MSWEZFd P_ 8Q -2
Research demonstrates that online education can affect
students' physical and mental health. Long-term
computer use has been linked to physical health issues
such as back pain and eye strain (Jaiswal et al., 2019),
which can negatively impact students' academic
performance and well-being. In addition, the mental
strain associated with online learning, such as the need
for high levels of self- discipline and the difficulty of
managing personal responsibilities, can result in
feelings of exhaustion and fatigue (Chen et al., 2020).
Moreover, the mental and physical challenges
associated with online learning can have a negative
impact on students' motivation and engagement,
resulting in lower academic performance and a
diminished sense of overall well-being (Marler et al.,
2021). Therefore, it is essential to comprehend and
address the physical and mental health challenges
associated with online learning to assist students in
achieving academic success while also promoting their
well-being.
Submission of Poor Outputs. The theme "Submission
of Poor Outputs" emphasizes the difficulties graduate
students face when producing high-quality outputs for
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online classes. The subthemes that emerged from the
students' responses highlight the various issues
associated with this challenge, such as a lack of
productivity and motivation, unanticipated
circumstances that negatively impact performance and
grades, and the inability to fully comprehend the
course material. Statements from three students are
shown below, which include the following:
Melvin: "I struggle with online class outputs. Staying
motivated has been hard because the learning
experience seems unproductive. It's frustrating when
unexpected events affect my grades. I'm unmotivated to
complete assignments and study for exams, resulting in
poor results." MSWEZFdP_3Q-2
Andres: "I struggle to submit high-quality online
assignments." Adapting to online learning has been
difficult. Technical issues and personal issues can also
hurt my grades. When I'm unmotivated, my
assignments and exams suffer, which is discouraging.”
MSWEZFdP_6Q-2
Sophia: "I've struggled with online assignments." It's
hard to understand course material without professors'
face-to-face guidance. Internet connectivity issues and
personal issues can also hurt my grades. I'm
unmotivated to do my homework and study for exams,
so my work is poor." MSWEZFdP_5Q-2
Online learning can have a negative effect on students'
motivation and engagement, resulting in lower
academic performance (Chen et al., 2020). Moreover,
unforeseen circumstances, such as technical glitches or
personal issues, can have a negative impact on the
performance and grades of students (Marler et al.,
2021). The absence of face-to-face interactions and
guidance from professors can also make it difficult for
students to fully comprehend course content (Murphy
& Rodriguez-Manzanares, 2012). In addition, research
indicates that providing adequate support and guidance
to students during online learning can improve their
academic performance and well-being (e.g., George,
Dilworth- Bart, & Herringa, 2021; Mallillin et al.,
2022). This includes strategies such as increasing
student-professor communication and interaction,
providing personalized feedback, and incorporating
collaborative learning activities (Lock & Johnson,
2017).
Physical and Emotional Stress. The theme shows
graduate students' initial excitement in their first online
classes, which fades over time. Students' subthemes
highlight this challenge's issues, such as changing
interests and motivation, scheduling conflicts, and
Atillo & Ceballo
difficulty maintaining engagement:
Ana: "Online classes have overwhelmed me. Zoom
sessions and classes has caused me fatigue, making me
physically ill after long computer sessions. I'm
exhausted because I worry a lot and my classes are
physically demanding. Fatigue and stress have made
me cry." MSWEZFdP_9Q-2
Celia: "Online classes are stressful. Back pain and eye
strain from sitting and staring at the computer screen
make me tired. Meeting course requirements and
balancing personal obligations has been emotionally
draining. I often feel overwhelmed and stressed."
MSWEZFdP_7Q-2
Nilo: "Online classes are affecting my physical and
emotional health. After long computer sessions, Zoom
classes drain me. Meeting course requirements and
performing well has been stressful. I get stressed and
tired when I'm unmotivated and overwhelmed.”
MSWEZFdP_2Q-2
This finding is consistent with what the literature has
revealed, namely that online education can negatively
affect the physical and emotional health of students.
Prolonged computer use can cause physical health
issues such as back pains and eye strain (Singh &
Davidson, 2016), while the need for self-discipline and
the difficulty of managing personal responsibilities can
result in feelings of exhaustion and fatigue (Chen et
al., 2020). In addition, online learning has been found
to have negative emotional effects, such as increased
stress and anxiety (Xie et al., 2020). Therefore, it is
essential to address the physical and emotional
challenges associated with online learning to promote
the well-being of students.
Poor Work and School Productivity. The theme
shows graduate students' initial excitement in their first
online classes, which fades over time. Students'
subthemes highlight this challenge's issues, such as
changing interests and motivation, scheduling
conflicts, and difficulty maintaining engagement:
Nilo: "I've had trouble focusing on online classes. I'm
constantly distracted by the stress of balancing
personal and academic obligations. My interest in the
coursework has decreased, making it harder to stay
motivated and productive." MSWEZFdP_2Q-2
Melvin: "Online classes affect my work and school
productivity. My mind is always on our assignments,
which stresses me out. Unfortunately, this problem
also hinders my task completion, resulting in low-
quality work. I've struggled to manage my workload
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and stay productive." MSWEZFdP_3Q- 2
Teresa: "I've been struggling with juggling online
classes and my work and school tasks. I'm
overwhelmed by coursework, to the point that I have
compromised my work. This lack of motivation and
productivity is affecting my academic performance,
causing stress and anxiety." MSWEZFdP_4Q- 2
This finding is consistent with the notion that online exacerbate these difficulties (Wang et al., 2021). To
learning can have a negative impact on the
productivity and academic performance of students.
The need for high levels of self-discipline and the
difficulty of juggling personal responsibilities can
result in feelings of exhaustion and fatigue, which can includes time management, self-care, and seeking
have a negative impact on students' productivity (Chen support and direction from professors and peers.
et al., 2020). In addition, a lack of motivation and
interest in coursework can result in poor academic
performance (Murphy & Rodriguez-Manzanares,
2012). Consequently, it is essential to address the
obstacles associated with maintaining productivity in
online classes. This includes time management, self-
care, and seeking support and direction from
professors and peers.
Limited Time for Family and Recreation. The
theme "Limited Time for Family and Recreation"
highlights the difficulties graduate students face in
balancing their academic and personal obligations. The
subthemes that emerged from the responses of the
students highlight the various issues associated with
this challenge, such as the sacrifice of time for family
and recreation, the impact on social life, and the
difficulties in balancing personal responsibilities with
coursework. These are manifested in the responses of
the three MAED Social Studies students as follows:
Sophia: "Online classes have been affecting my family
and recreation time. My family time is being sacrificed
for schoolwork. I struggle to balance coursework with
motherhood. Because I'm so busy with school, my
social life has suffered too." MSWEZFdP_5Q-2
Miguel: "Online classes have made family and
recreation difficult for me. Due to work and personal
obligations, I rarely have time for anything else. This
means I have less time for family bonding and relaxing
activities.” MSWEZFdP_8Q-2
Ana: "I've struggled to balance family and recreation
with online classes." It's hard to fit in anything else
with the heavy workload and course requirements.
Unfortunately, this is affecting my family and self-
care." MSWEZFdP_9Q-2
This finding is consistent with the theory that online
Atillo & Ceballo
education can negatively affect the personal lives and
well-being of students. The need for high levels of
self-discipline and the difficulty of juggling personal
responsibilities can result in a lack of work-life
balance, which can have a negative effect on students'
well-being (Chen et al., 2020). In addition, the lack of
social interaction associated with online learning can
support students' overall well-being, it is crucial to
address the difficulties associated with balancing
academic responsibilities with personal life. This
Ways of MAED Social Students in Coping Zoom
Fatigue
Table 3 shows the themes and the significant quotes
that emerged during the conduct of the interview with
the MAED Social Studies students as they were asked
as to how they cope with the Zoom fatigue
experiences in their journey to study and learn in the
graduate school amidst COVID-19 pandemic. The
themes are as follows: managing time wisely, being
self-determined and persevering, and seeking help
from teachers and peers.
Managing Time Wisely. The theme "Managing Time
Wisely" emphasizes the significance of time
management for graduate students taking online
courses. The emergent subthemes from the students'
responses highlight the various issues associated with
this difficulty, such as the need to adjust or manage
time, maximize time as much as possible, and
prioritize tasks to stay on track. These are manifested
in the responses of the three MAED Social Studies
students as follows:
Ana: "Timing is crucial, especially in online classes.
Without time management, it's easy to fall behind. I've
had to adjust and manage my time to finish my
coursework and take care of my personal obligations."
MSWEZFdP_9Q-3
Celia: "I maximize my time in online classes. I must
maximize my time to balance coursework and personal
obligations. This means prioritizing my work and
completing my assignments." MSWEZFdP_7Q-3
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Table 3. Themes on how the participants cope with
their online learning despite the experience
Melvin: "Time management is essential for graduate
students who work. I've had to manage my time to
work and study. I've learned to prioritize and make a
schedule to manage my time." MSWEZFdP_3Q-3
This finding is consistent with the conclusion of a
study (Joo, Lim & Kim, 2020) that effective time
management is essential for academic success during
online learning. Students who prioritize time
management and create a schedule are more likely to
complete assignments on time and achieve better
grades. In addition, effective time management skills
can improve students' well-being and reduce the stress
associated with academic work (Moradi et al., 2021).
Therefore, it is essential to address the difficulties
associated with time management in online classes.
This includes creating a schedule, prioritizing
assignments, and seeking support and guidance from
professors and peers.
Being Self-Determined and Persevering. The theme
"Being Self- Determined and Persistent" emphasizes
the significance of motivation and perseverance for
graduate school success. The subthemes that emerged
from the students' responses emphasize the need to
have self-confidence, a strong mind and spirit, and
effective time management while juggling multiple
responsibilities. These are manifested in the responses
of the three MAED Social Studies students reflected
below:
Sophia: "Graduate school success requires self-
determination and persistence. Even in tough times,
you must believe in yourself and your abilities. I've
learned that overcoming obstacles and achieving goals
Atillo & Ceballo
requires a strong mind and spirit." MSWEZFdP_5Q-3
Miguel: "Managing my time while working and
studying has been challenging, but I've learned that
being self-determined and persevering is crucial for
success. I've had to push myself to stay on track with
my coursework and balance my responsibilities, but
I'm confident in my abilities." MSWEZFdP_8Q-3
Minerva: "Graduate school takes self-determination
and perseverance. It's easy to get discouraged when
faced with challenging coursework or personal issues,
but it's important to stay positive and persevere. I've
learned to manage my time and stay focused to
succeed in my program." MSWEZFdP_1Q-3
According to the findings of a study conducted by
Guiffrida et al. (2013), self-determination and
perseverance are key predictors of academic success in
graduate students. In addition, skills in efficient time
management and a robust sense of self-efficacy have
been shown to be associated with improved academic
performance as well as an overall sense of well-being
(Chemers, Hu & Garcia, 2001). For this reason, it is
essential for graduate students to cultivate and
maintain a strong sense of self-determination and
perseverance to conquer obstacles and achieve success
in their academic endeavors. This encompasses
techniques such as goal setting, the cultivation of a
growth mindset, and the solicitation of support and
direction from peers and teachers alike.
Seeking Help from Peers and Teachers. The theme
"Seeking Help from Peers and Teachers" in graduate
school emphasizes the importance of collaboration,
support, and mentorship for academic success. This
theme highlights the students' perceptions of the role
that their peers and professors play in their academic
journeys, and the benefits of seeking assistance when
needed. These are manifested in the responses of the
three MAED Social Studies students as follows:
Nilo: "As a graduate student, peer and teacher help is
essential. My classmates are helpful, and we often
study and work together. My professors are also my
best resource for assignment and coursework help."
MSWEZFdP_2Q-3
Miguel: "Graduate school can be difficult but asking
for help from peers and teachers has helped me
succeed. My professors have helped me with my
research projects, and my friends always cheer me
up.” MSWEZFdP_8Q- 3
Melvin: "When I feel stuck or overwhelmed in my
graduate studies, I know I can always seek help from
my peers and teachers." My professors have guided me
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throughout my academic career and helped us
p ro b l em - solve and overcome o b sta cles.”
MSWEZFd P_ 3Q -3
Academic performance, learning outcomes, and
student engagement have been shown to improve
when students seek assistance from their peers and
teachers. For example, Kramarski and Mizrachi (2006)
discovered that cooperative learning within tutor-
student dyads led to enhanced academic performance,
motivation, and learning strategies. In a similar vein,
Roscoe and Chi (2007) demonstrated that peer tutoring
and feedback enhanced student comprehension and
knowledge development in academic subjects.
However, some research has also identified potential
drawbacks associated with seeking assistance from
peers and teachers. For instance, Martin, and Rimm-
Kaufman (2015) discovered that students who heavily
relied on professors for academic and emotional
support reported lower levels of self- efficacy and
resiliency. This indicates that while seeking assistance
and support is beneficial, students must also develop
their own self-directed learning and coping skills.
Conclusion
This study has identified several themes that represent
graduate students' experiences during the COVID-19
pandemic. The themes include: "encountering
connectivity issues", "encountering time management
concerns", and "encountering self-exhaustion and
disappointments" when asked about how they felt
when Zoom fatigue happened to them while studying
graduate classes, "excitement at first meeting only",
"physically and mentally challenged", and "submission
of poor outputs" when asked about how Zoom fatigue
affected or influenced the quality of learning they have
in the graduate school, "physical and emotional
stress”, “poor work and school productivity", and
"limited time for family and recreation" when asked
about how Zoom fatigue affected their personal lives
as professional teachers and as individuals, and
"managing time wisely", "being self-determined and
persevering", and “seeking help from peers and
teachers” when asked for their ways of coping Zoom
fatigue.
The themes above provide insights into the challenges
graduate students faced during the pandemic and how
they overcame these obstacles. In the context of
graduate school, the findings highlight the importance
Atillo & Ceballo
of addressing internet connectivity, time management,
physical and mental health, productivity, and support
systems. Finally, the themes highlight the need for
universities and faculty to adapt to the changing needs
of graduate students in the digital age. The findings
indicate that while online education has increased
flexibility and accessibility, it has also presented
graduate students with significant challenges. This
study's themes can serve as a foundation for future
research on the experiences of graduate students and
the development of interventions to promote their
academic and personal development.
Implications for Practice
Several recommendations can be made to support the
academic success and well-being of graduate students
during the pandemic, based on the findings of this
study. First, universities and faculty members should
consider providing mental health and stress
management resources and support. This may involve
implementing mindfulness-based stress reduction
(MBSR) interventions and providing access to mental
health services. In addition, universities can support
the personal and social needs of graduate students by
implementing policies such as flexible work hours and
paid time off.
Second, universities should provide students with
training and resources to help them acquire digital
literacy skills. This may involve offering workshops
and training sessions on how to use online learning
platforms and providing resources on how to handle
connectivity issues.
Thirdly, universities should encourage and facilitate
graduate student social support networks. This can
include implementing peer mentoring programs,
providing socialization, and networking opportunities,
and encouraging communication and collaboration
among students. Faculty members should also consider
adapting their instructional strategies to the online
learning environment. This may involve providing
clear instructions and expectations, incorporating
interactive activities to increase student engagement,
and offering timely feedback and support.
Lastly, additional research is required to determine the
efficacy of interventions and support systems in
improving the academic performance and well-being
of graduate students during the pandemic. Future
research can examine the efficacy of interventions
such as peer mentoring, digital literacy training, and
stress management programs, as well as the impact of
social support and motivation on the academic success
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of graduate students.
Implications for Future Research
The findings of this study have multiple implications
for graduate student mental health interventions. The
theme "physically and mentally challenged" highlights
the mental and physical effects of Zoom fatigue on
students. To address this issue, universities and faculty
members should consider providing mental health and
stress management resources and support. Studies
(e.g., Beddoe & Murphy, 2004) have demonstrated the
efficacy of interventions such as mindfulness-based
stress reduction (MBSR) in reducing stress and
improving well- being among graduate students.
Implementing such interventions can therefore be
advantageous for graduate students who are
experiencing mental and physical fatigue.
The themes of "limited time for family and recreation"
and "managing time wisely" highlight the significance
of graduate student policies that promote work- life
balance. Universities and policymakers should
consider implementing flexible work schedules and
paid time off to support the personal and social needs
of graduate students. Greenhaus and Allen (2011)
found that work-life balance policies can increase job
satisfaction, decrease stress, and boost productivity.
Therefore, implementing such policies can be
advantageous for graduate students' well-being and
academic success.
In conclusion, this study's themes have several
implications for future research. The topics
"encountering connectivity issues" and "encountering
time management concerns" demonstrate the need for
additional research on the impact of technology on
graduate education. Future research can examine the
efficacy of interventions such as time management
training and digital literacy programs in enhancing
graduate students' online learning experiences. In
addition, the themes of "being self-directed and
persevering" and "seeking assistance from peers and
teachers" indicate the need for additional research on
the role of social support and motivation in graduate
education. Future research can examine the efficacy of
interventions such as peer mentoring and motivational
interviewing in enhancing the academic performance
and mental health of graduate students.
Atillo & Ceballo
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