An Exploration of Zoom Fatigue among Filipino University Teachers

4th International Multidisciplinary Research Conference
Resilience, Response, Recovery: Reimagining Sustainability in the Pandemic
A CROSS-SECTIONAL EXPLORATION OF
ZOOM FATIGUE AMONG FILIPINO
UNIVERSITY TEACHERS
Ryan Michael F. Oducado, PhD, RN, RM, LPT
West Visayas State University, La Paz, Iloilo, Philippines

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INTRODUCTION
The COVID-19 pandemic resulted in a sharp rise of
videoconferencing tools utilization in online education (Massner, 2021;
Oducado et al., 2021).
It has been observed that Zoom meeting participants
increased by 2900 percent during the global coronavirus
disease global outbreak (Iqbal, 2021).

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A new phenomenon of feeling tired and exhausted during virtual
meetings or Zoom fatigue began to emerge (Fauville et al., 2021).
Given that this new phenomenon appeared only recently with the
pandemic and early researches on Zoom fatigue were mostly
conducted abroad, there is still limited data about Zoom fatigue.
There is a need to explore Zoom fatigue in the educational context
as online remote learning and use of videoconferencing tools are
likely to play a substantial role in teaching and learning even
beyond the pandemic (Massner, 2021).

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OBJECTIVE
This preliminary investigation determined the level
of Zoom fatigue among university teachers in the
Philippines.
This study also tried to examine if usage of
videoconferencing and non-verbal mechanisms
are significantly correlated with Zoom fatigue
among university teachers.

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Independent Variables Dependent Variable
Usage
Duration
Interval
Frequency
Nonverbal mechanisms
Mirror anxiety
Physical trapped
Hyper gaze
Cognitive load (producing nonverbal cues)
Cognitive load (interpreting nonverbal cues)
Zoom Fatigue
CONCEPTUAL FRAMEWORK

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METHODS
RESEARCH DESIGN
Descriptive-correlational
Cross-sectional
PARTICIPANTS
140
271
Response rate: 52%
Average age: 45 years old
70% 30%

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INTRUMENT &
DATA COLLECTION
Zoom Exhaustion & Fatigue scale
by Fauville et al. (2021)
Online survey (Google Forms)
July 2021
DATAANALYSIS
SPSS v23
Pearson's correlation coefficient
Level of significance set at .05

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Variables M SD f %
Duration 4.61 .73
Less than 15 minutes 1 .7
15 to 30 minutes 2 1.4
30 to 45 minutes 8 5.7
45 minutes to an hour 28 20.0
More than an hour 101 72.1
Interval 3.93 1.28
Less than 15 minutes 11 7.9
15 to 30 minutes 11 7.9
30 to 45 minutes 20 14.3
45 minutes to an hour 33 23.6
More than an hour 65 46.4
Frequency 1.90 .88
1 48 34.3
2 61 43.6
3 23 16.4
4 7 5.0
5 1 .7
Videoconference
usage

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Non-verbal mechanisms M SD
Mirror anxiety 2.91 1.03
Physically trapped 3.70 .79
Hyper gaze 2.67 1.18
Cognitive load (producing) 2.98 1.17
Cognitive load (interpreting) 2.90 .99
Nonverbal mechanism during videoconferencing
Bailenson (2021) theorized 5 nonverbal mechanisms specific to videoconference
use that may cause feelings of exhaustion and fatigue.

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Pearson Correlation of Zoom fatigue correlates
Variables Pearson Correlation Sig. (2-tailed)
Usage
Duration§ .262** .002
Interval§ -.150 .076
Frequency§ .099 .242
Non-verbal mechanisms
Mirror anxiety .341** .000
Physically trapped .251** .003
Hyper gaze .206* .015
Cognitive load (producing) .146 .086
Cognitive load (interpreting) -.089 .293
*Correlation is significant at the level 0.01 (2-tailed)
*Correlation is significant at the level 0.05 (2-tailed)

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• Longer duration of virtual meetings is associated with increase
Zoom fatigue.
• Mirror anxiety, which can be triggered by the self-view in
videoconferences can heighten self-focused attention contributes
to higher levels of fatigue.
• Sense of being physically trapped because of the need to stay
within the field of view of the camera to stay centered within the
video stream also increases Zoom fatigue.
• The third mechanism, hyper gaze, or the perceptual experience of
constantly having peoples’ eyes in your field of view during video
conferences is also linked with higher levels of fatigue.
(Fauville et al., 2021).

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CONCLUSIONS
• Teachers experience a moderate level of fatigue associated with
use of videoconferencing tools.
• Moreover, the present study found that longer duration of virtual
meetings, self-viewing, and feeling that people are starring at
you along with restricted movements during virtual conferences
are linked with higher levels of fatigue.

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• While videoconferencing made schooling possible during the
pandemic, it is recommended to be mindful of the length of virtual
meetings.
• Thoughtful consideration of the non-verbal factors that contribute
to Zoom fatigue is also suggested to help minimize the impact of
exhaustion during videoconferencing.
• The findings of this preliminary study contribute to the growing body
of literature on Zoom fatigue and can serve as an input in policy
development in the use of videoconferencing tools in institutions of
higher learning.

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Thank
you!
rmoducado@wvsu.edu.ph

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