3/4

The issue that we will be focusing on is screen fatigue, which comes from a prolonged
period of time spent on a computer or other device. This can negatively affect how a person
reads, writes, learns, and communicates.
The article we are choosing to evaluate is called "Application of Artificial Intelligence
Techniques for Brain; Computer Interface in Mental Fatigue Detection: A Systematic Review."
The research that is included pertains to studies that focused on brain-computer interface (BCI)
and how it can detect mental fatigue. It is presented in a structured format, starting with an
introduction that addresses mental fatigue in society today. It then analyzes many important
articles, highlighting key words findings. There is an emphasis on the significance of addressing
mental fatigue related to BCI and AI techniques. Aspects that are glossed over are findings from
individual studies and there is a lack of detailed analyses of methods used in the studies. Also,
some challenges and future recommendations are glossed over. In a different rhetorical situation,
such as presenting the topic in an academic model, there should be more of an emphasis on an
analysis of individual studies, that incorporate methods, findings and downfalls.

This is the link to the article: https://doaj.org/article/9ee4c91f40254b3ca7ba82e5fc0c4ac0

We are all at the same point in our college career and share similar experiences of
technology use in and outside of the classroom. A majority of schoolwork requires students to be
chronically online. Our look at the article, ‘Computers and Composition’ touched on the result of
Zoom fatigue which sparked our interest in overall technology fatigue in a post-covid world.
The subject of screen fatigue comes up as a critical issue that needs to be covered in our
course given the state of education and the workplace today. The exigence to look into this
matter stems from the fact that digital platforms are widely used for work, learning, and
communication. This dependence has been made even more apparent by recent events
throughout the world that have made online education and remote work necessary. Writing
technology has completely shifted online. Research, outlining, drafting, revising and peer-editing
are all completed digitally requiring the use of a screen. The necessity of managing screen
weariness as we navigate these digital spaces is made clear by the immediate negative effects it
has on people's cognitive abilities, productivity, and general well-being.
Screen fatigue is connected to our course materials such as literacy, digital media in the
classroom and the evolution of technology because it interacts with literacy by impacting reading
and writing abilities due to prolonged exposure to screens. In the context of digital media in the
classroom, it highlights the need for educators to understand the effects of excessive screen time
on learning outcomes. Also, it reflects the evolution of technology from traditional tools like
pencils to digital devices, emphasizing the importance of managing screen usage for cognitive
function and educational effectiveness.
 To find the appropriate research regarding our topic, we will analyze both written articles
from scientific communities as well as videos that explain the effects of screen fatigue in a more
generalized fashion. By looking at research articles, we will be able to find data from trials that
explore the exact effects of screens on mental capacity and writing capabilities. More
generalizing videos will help broaden our understanding of screen fatigue in a more generic level
that can be applied to multiple aspects of our lives, including writing. To some level, we will also
be able to add our own insights into technology fatigue both in a Covid era and afterward.
Screen fatigue is a phenomenon that crosses over from the fields of technology and
psychology into areas like education. It is a result of prolonged use of electronic gadgets. Within
the field of education, academics can investigate the ways in which screen fatigue affects
students' ability to focus, understand, and retain knowledge, as well as offer solutions for
reducing its negative consequences in virtual learning settings. Writers can address screen
fatigue in a variety of genres, such as academic papers, popular science articles, and even
creative nonfiction. They can do this by presenting case studies, hypothetical scenarios, relatable
stories, and scientific evidence to engage readers and provide insights into this modern
phenomenon.