Examining the Relationship between Technostress and Academic Engagement with the Mediating Role of Techno-Fatigue among Students

Introduction: Technological advancements in educational environments, particularly in online education, have brought about numerous challenges. In this regard, the present study examines the impact of technostress on students' academic engagement with the mediating role of technology-induced fatigue. Academic engagement, defined as students' active and effective participation in the learning process, is a key factor in educational success. This study emphasizes the role of technological factors in learning and aims to clarify the processes affecting academic engagement. The objective of this study is to explore the direct and indirect effects of technostress on academic engagement and the mediating role of technology-induced fatigue in this relationship. Technostress, defined as the tension and pressures resulting from the constant use of information and communication technologies, can lead to physical, psychological, and cognitive fatigue. These factors ultimately negatively impact students' motivation and academic performance. The significance of understanding these relationships lies in the need to develop strategies that mitigate technostress and enhance academic engagement, particularly in the context of the growing reliance on online education. The rise of remote learning and virtual classrooms has increased students' exposure to technology, amplifying the likelihood of experiencing technostress and fatigue. This study builds on previous research by focusing on how technology-induced fatigue mediates the relationship between technostress and academic engagement. While prior studies have examined technostress’s direct impact on academic outcomes, limited research has explored the role of fatigue as a potential intermediary factor. The growing prevalence of digital tools in educational settings highlights the importance of addressing these issues to improve students' learning experiences and outcomes. In this context, understanding the dynamic between technostress, fatigue, and engagement is essential for educators, policymakers, and academic institutions aiming to foster better learning environments.
Method: The research method employed in this study was descriptive-correlational. The research population included all students at Shiraz University in the 2023-2024 academic year. A total of 389 students (205 women and 184 men) were selected through proportional random sampling. Data were collected using standardized questionnaires on technostress, academic engagement, and technology-induced fatigue, whose validity and reliability had been confirmed in previous studies. The data analysis was conducted using SPSS and AMOS software through structural equation modeling (SEM). This methodological approach allowed for a comprehensive examination of the relationships between the variables, providing robust insights into the direct and indirect effects of technostress on academic engagement. The standardized questionnaires used in this study were carefully selected to ensure accurate measurement of the constructs. The technostress questionnaire assessed various dimensions of stress related to technology use, including overload, complexity, and insecurity. The academic engagement questionnaire measured dimensions such as vigor, dedication, and absorption, capturing students' involvement and enthusiasm in their academic activities. The technology-induced fatigue questionnaire focused on physical, emotional, and cognitive fatigue resulting from prolonged technology use. The combination of these instruments enabled a nuanced understanding of the study's variables and their interconnections.
Results: The results indicated that technostress had a positive and significant effect on technology-induced fatigue. Specifically, students who experienced higher levels of technostress reported greater physical, emotional, and cognitive fatigue due to their technology usage. This fatigue, in turn, had a negative and significant impact on academic engagement, as fatigued students were less likely to actively participate in their learning processes. Furthermore, technostress indirectly and negatively affected academic engagement through technology-induced fatigue, highlighting the mediating role of fatigue in this relationship. The structural equation modeling results confirmed the hypothesized relationships among the variables. The direct path from technostress to academic engagement was significant, but its weight was reduced when technology-induced fatigue was included in the model as a mediator. This indicates that fatigue partially mediates the relationship between technostress and academic engagement. These results align with previous studies, which have shown that excessive use of technology can lead to burnout and decreased academic performance.
Discussion and Conclusion: This study concludes that technostress and technology-induced fatigue negatively impact students' academic engagement. These findings highlight the necessity of effective interventions to reduce technostress and manage technology-induced fatigue for improving academic engagement and performance in online learning environments. The results emphasize the importance of equipping students with strategies to cope with technostress, such as time management, mindfulness, and digital literacy training. Educational institutions should consider implementing programs that promote healthy technology use and provide support systems for students experiencing fatigue. Additionally, the study’s findings underscore the need for a holistic approach to addressing technostress, considering both individual and institutional factors. Institutions can play a pivotal role by designing user-friendly learning platforms, reducing the cognitive load associated with digital tools, and fostering a supportive learning community. Providing workshops and resources on managing digital workloads and maintaining a balance between online and offline activities could further help alleviate technostress and fatigue. Future research could investigate these relationships across different cultures and groups and explore the effects of other variables such as gender, educational level, and personality traits. For instance, examining whether students from different academic disciplines experience varying levels of technostress and fatigue could provide valuable insights. Additionally, longitudinal studies could track changes in technostress and academic engagement over time, offering a deeper understanding of these dynamics in evolving educational contexts. Exploring the potential moderating role of factors such as social support, academic self-efficacy, and technological proficiency could also enhance the understanding of how to effectively address these challenges. In conclusion, this study highlights the critical impact of technostress and technology-induced fatigue on academic engagement, emphasizing the need for targeted interventions and support mechanisms. As educational environments continue to integrate digital technologies, prioritizing students' well-being and engagement remains essential for fostering academic success and positive learning experiences.