SavedAdd your journal

Journals / Recep Tayyip Erdoğan Üniversitesi Fen ve Mühendislik Bilimleri Dergisi / 2026 / Cilt: 7 Sayı: 1

An Empirical Investigation of Zoom Fatigue and Academic Motivation in Maritime Education: A Structural Equation Modelling Approach

Denizcilik Eğitiminde Zoom Yorgunluğu ve Akademik Motivasyon Üzerine Ampirik Bir İnceleme: Yapısal Eşitlik Modellemesi Yaklaşımı

Burcu Çelik Maşalacı(Recep Tayyip Erdoğan Üniversitesi)0000-0003-0319-7454
Elif Arslan(DOKUZ EYLÜL ÜNİVERSİTESİ, DENİZCİLİK FAKÜLTESİ)0000-0002-0347-395X
Pages
241–260
Publication Date
2026-06-30
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

SEM results demonstrated that digital fatigue significantly reduced intrinsic motivation (β = -0.188, p = .032), while no direct effect was found on extrinsic motivation.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study explores the relationship between digital fatigue, commonly referred to as Zoom fatigue, and academic motivation among students of Maritime Transport Management Engineering in Turkey.
📊
Key Findings & Data:As distance learning has become more widespread during global crises such as the COVID-19 pandemic, concerns have arisen about the psychological and cognitive effects of increased video conferencing and its duration on students' wellbeing and performance.
💡
Conclusion & Impact:SEM results demonstrated that digital fatigue significantly reduced intrinsic motivation (β = -0.188, p = .032), while no direct effect was found on extrinsic motivation.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Zoom yorgunluğu · akademik motivasyon · dijital yorgunluk

Abstract

This study explores the relationship between digital fatigue, commonly referred to as Zoom fatigue, and academic motivation among students of Maritime Transport Management Engineering in Turkey. As distance learning has become more widespread during global crises such as the COVID-19 pandemic, concerns have arisen about the psychological and cognitive effects of increased video conferencing and its duration on students' wellbeing and performance. Maritime Transport and Management Engineering students were similarly exposed to these challenges, highlighting the need for an empirical examination of how Zoom fatigue shapes their motivation. To address this, data were collected from 160 undergraduate students through an online survey. Data were collected using the Zoom Exhaustion and Fatigue Scale (ZEF) and the Academic Motivation Scale (AMS). The research employed Structural Equation Modelling (SEM) using Jamovi to analyze the relationship between the subdimensions of Zoom fatigue and types of academic motivation (intrinsic, extrinsic). SEM results demonstrated that digital fatigue significantly reduced intrinsic motivation (β = -0.188, p = .032), while no direct effect was found on extrinsic motivation. Intrinsic motivation fully mediated the relationship between digital fatigue and extrinsic motivation. The findings extend Self-Determination Theory into technology-induced fatigue contexts and provide discipline-specific evidence from practice-oriented maritime education.

Özet

Bu çalışma, Türkiye'deki Deniz Ulaştırma İşletme Mühendisliği öğrencileri arasında, yaygın olarak Zoom yorgunluğu olarak adlandırılan dijital yorgunluk ile akademik motivasyon arasındaki ilişkiyi incelemektedir. COVID-19 pandemisi gibi küresel krizler sırasında uzaktan eğitimin yaygınlaşmasıyla birlikte, artan video konferans kullanımının ve bu konferansların sürelerinin öğrencilerin iyi oluş halleri ve performansları üzerindeki psikolojik ve bilişsel etkilerine dair endişeler ortaya çıkmıştır. Deniz Ulaştırma İşletme Mühendisliği öğrencileri de benzer şekilde bu zorluklara maruz kalmış olup, bu durum Zoom yorgunluğunun motivasyonlarını nasıl şekillendirdiğinin ampirik olarak incelenmesi ihtiyacını vurgulamaktadır. Bu doğrultuda, çevrimiçi bir anket aracılığıyla 160 lisans öğrencisinden veri toplanmıştır. Veriler, Zoom Tükenmişlik ve Yorgunluk Ölçeği (ZEF) ile Akademik Motivasyon Ölçeği (AMS) kullanılarak elde edilmiştir. Araştırmada, Zoom yorgunluğunun alt boyutları ile akademik motivasyon türleri (içsel, dışsal) arasındaki ilişkiyi analiz etmek amacıyla Jamovi programı kullanılarak Yapısal Eşitlik Modellemesi (YEM) uygulanmıştır. YEM sonuçları, dijital yorgunluğun içsel motivasyonu anlamlı düzeyde azalttığını (β = -0.188, p = .032) gösterirken, dışsal motivasyon üzerinde doğrudan bir etki bulunmamıştır. İçsel motivasyon, dijital yorgunluk ile dışsal motivasyon arasındaki ilişkide tam aracılık (full mediation) rolü üstlenmiştir. Bulgular, Öz Belirleme Kuramı'nı teknoloji kaynaklı yorgunluk bağlamlarına genişletmekte ve uygulamaya dayalı denizcilik eğitiminden alana özgü kanıtlar sunmaktadır.

🔖

Cite This Article

Maşalacı, B. Ç., Arslan, E. (2026). An Empirical Investigation of Zoom Fatigue and Academic Motivation in Maritime Education: A Structural Equation Modelling Approach. Recep Tayyip Erdoğan Üniversitesi Fen ve Mühendislik Bilimleri Dergisi, Cilt: 7 Sayı: 1, 241–260. https://doi.org/10.53501/rteufemud.1957092

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (47)

  1. Agrawal, S., Krishna, S.M. (2025). Breaking the Cycle: How Fatigue, Cyberloafing, and Self-Regulation Influence Learning Satisfaction in Online Learning. Education Sciences, 15(3). https://doi.org/10.3390/educsci15030373
  2. Akduman, G. (2021). Adaptation of the zoom exhaustion & fatigue questionnaire into Turkish: A validity and reliability study. Journal of Behavior at Work, 6(1), 16–28.
  3. Arslan, A., Sahinoglu, S., Karakas, S., Kirmizi, M. (2026). Women in maritime career: Are they still discriminated ? 42. https://doi.org/10.1016/j.scaman.2026.101455
  4. Arslan, E., Özkan, E.D. (2023). Maritime students’ assessment of distance education during the COVID-19 pandemic. Journal of Eta Maritime Science, 11(2), 86–97. https://doi.org/10.4274/jems.2023.92688
  5. Bailenson, J.N. (2021). Nonverbal Overload: A Theoretical Argument for the Causes of Zoom Fatigue. Bakhov, I., Opolska, N., Bogus, M., Anishchenko, V., Biryukova, Y. (2021). Emergency distance education in the conditions of COVID-19 pandemic: Experience of Ukrainian universities. Education Sciences, 11(7). https://doi.org/10.3390/educsci11070364
  6. Basch, J.M., Albus, P., Seufert, T. (2025). Fighting Zoom fatigue: Evidence-based approaches in university online education. Scientific Reports, 15(1), 1–10. https://doi.org/10.1038/s41598-025-90973-6
  7. 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. Journal of Applied Psychology, 106(3), 330–344. https://doi.org/10.1037/apl0000906
  8. Brown, T.A. (2015). Confirmatory Factor Analysis for Applied Research (Second Edi). The Guilford Press.
  9. Cho, S.Y., Im, T. (2024). The structural relationships among online class related factors, zoom fatigue, learning engagement, perceived achievement, and class satisfaction in university online classes. Education and Information Technologies, 19987–20003. https://doi.org/10.1007/s10639-024-12658-3
  10. Curelaru, M., Curelaru, V. (2025). Psychological Distress and online academic difficulties: development and validation of scale to measure students’ mental health problems in online learning. Behavioral Sciences, 15(1), 1–20. https://doi.org/10.3390/bs15010026
  11. Dacillo, M.J.F., Dizon, J.K.M., Ong, E.J.T., Pingol, A.M.L., Cleofas, J.V. (2022). Videoconferencing fatigue and online student engagement among Filipino senior high school students: A mixed methods study. Frontiers in Education, 7, 1–11. https://doi.org/10.3389/feduc.2022.973049
  12. David, L. (1996). Dying for Information?: An Investigation Into the Effects of Information Overload in the UK and Worldwide. Reuters. https://books.google.com.tr/books?id=Qs6jAAAACAAJ
  13. de Oliveira Kubrusly Sobral, J.B., Lima, D.L.F., Lima Rocha, H.A., de Brito, E.S., Duarte, L.H.G., Bento, L.B.B.B., Kubrusly, M. (2022). Active methodologies association with online learning fatigue among medical students. BMC Medical Education, 22(1), 1–7. https://doi.org/10.1186/s12909-022-03143-x
  14. Deci, E.L., Ryan, R.M. (1985). Conceptualizations of Intrinsic Motivation and Self-Determination. In Intrinsic Motivation and Self-Determination in Human Behavior (pp. 11–40). Springer US. https://doi.org/10.1007/978-1-4899-2271-7_2
  15. Deci, E. L., Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
  16. Emad, G.R., Narayanan, S., Kitada, M., Baylon, A. (2025). Women in Maritime: Gender Equality, its Challenges and Opportunities. 16–17.
  17. Engin Deniz, M., Satici, S.A., Doenyas, C., Griffiths, M. D. (2022). Zoom fatigue, psychological distress, life satisfaction, and academic well-being. Cyberpsychology, Behavior, and Social Networking, 25(5), 270–277. https://doi.org/10.1089/cyber.2021.0249
  18. Fauville, G., Luo, M., Queiroz, A.C.M., Bailenson, J. N., Hancock, J. (2021). Zoom exhaustion & fatigue scale. Computers in Human Behavior Reports, 4, 100119. https://doi.org/10.1016/j.chbr.2021.100119
  19. Gallucci, M., Jentschke, S. (2026). SEMLj: A Suite for Structural Equation Models for jamovi. SEMLj. https://github.com/semlj/semlj
  20. Hair, J., Black, W., Babin, B., Anderson, R. (2018). Multivariate Data Analysis Multivariate Data Analysis (8th Editio). Cengage Learning.
  21. Hartnett, M. (2016). The Importance of Motivation in Online Learning. In Motivation in Online Education (pp. 5–32). Springer Singapore. https://doi.org/10.1007/978-981-10-0700-2_ Jamovi. (2025). Jamovi. The Jamovi Project (Version 2.6) [Computer Software] Retrieved from Https://Www.Jamovi.Org.
  22. Karakose, T., Yirci, R., Papadakis, S. (2022). Examining the associations between COVID-19-related psychological distress, social media addiction, COVID-19-related burnout, and depression among school principals and teachers through structural equation modeling. International Journal of Environmental Research and Public Health, 19(4). https://doi.org/10.3390/ijerph19041951
  23. Kim, H., Kim, S.J., Hwang, S. (2024). Visual display terminal syndrome and its associated factors among university students during the COVID-19 pandemic. Work, 77(1), 23–36. https://doi.org/10.3233/WOR-220265 Kline, R.B. (2016). Principles and practice of structural equation modeling, 4th ed. In The Guilford Press. The Guilford Press.
  24. Li, 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, 25511–25532. https://doi.org/10.1007/s10639-024-12876-9
  25. MacNeil, A., Ghosh, S. (2017). Gender imbalance in the maritime industry: impediments, initiatives and recommendations initiatives and recommendations. Australian Journal of Maritime and Ocean Affairs, 9(1), 42–55. https://doi.org/10.1080/18366503.2016.1271262
  26. Martin, F., Bolliger, D.U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning Journal, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092
  27. Ober, J., Kochmańska, A. (2022). Remote learning in higher education: evidence from Poland. International Journal of Environmental Research and Public Health, 19(21). https://doi.org/10.3390/ijerph192114479
  28. Pedroso, J.E.P., Oducado, R.M.F., Ocampo, A.R.S., Tan, V.S., Tamdang, K.A. (2023). Factors influencing intention to use videoconferencing tools in online distance education among students in Philippine maritime schools. Australian Journal of Maritime and Ocean Affairs, 15(2), 142–153. https://doi.org/10.1080/18366503.2021.2014181
  29. Riedl, R. (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
  30. Romero-Rodríguez, J.M., Hinojo-Lucena, F.J., Kopecký, K., García-González, A. (2023). Digital fatigue in university students as a consequence of online learning during the Covid-19 pandemic. Educacion XX1, 26(2), 165–184. https://doi.org/10.5944/educxx1.34530
  31. Salim, J., Tandy, S., Arnindita, J.N., Wibisono, J.J., Haryanto, M.R., Wibisono, M.G. (2022). Zoom fatigue and its risk factors in online learning during the COVID-19 pandemic. Medical Journal of Indonesia, 31(1), 1–7. https://doi.org/10.13181/mji.oa.225703
  32. Supriyadi, T., Sulistiasih, S., Rahmi, K.H., Pramono, B., Fahrudin, A. (2025). Review Article The impact of digital fatigue on employee productivity and well-being: A scoping literature review. 10(2), 1–13. https://doi.org/10.59429/esp.v10i2.3420
  33. Tolentino, J.C.G., Miranda, J.P.P. (2024). Self-Reported zoom exhaustion and fatigue levels among physical education teacher education students in a State University in the Philippines. Journal on Efficiency and Responsibility in Education and Science, 17(3), 205–213. https://doi.org/10.7160/eriesj.2024.170303
  34. Ünal Karagüven, M.H. (2012). Akademik motivasyon ölçeğinin Türkçeye adaptasyonu. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2599–2620.
  35. UNESCO. (2022). COVID-19 Educational Disruption and Response | UNESCO. In Unesco.Org. https://www.unesco.org/en/articles/covid-19-educational-disruption-and-response
  36. Vallerand, R.J., Fortier, M.S., Guay, F. (1997). Self-determination and persistence in a real-life setting: toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72 5, 1161–1176. https://api.semanticscholar.org/CorpusID:29725744
  37. Vallerand, R.J., Pelletier, L.G., Blais, M.R., Briere, N. M., Senecal, C., Vallieres, E.F. (1992). The Academic motivation scale: a measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017. https://doi.org/10.1177/0013164492052004025
  38. Wong, W.J., Lee, S.W.H., Lee, R.F.S. (2025). Pharmacy students’ perspective on remote flipped classrooms in Malaysia: a qualitative study. Journal of Educational Evaluation for Health Professions, 22, 2. https://doi.org/10.3352/jeehp.2025.22.2
  39. YOK, (2020). Education and teaching processes during the novel coronavirus disease outbreak. https://covid19.yok.gov.tr/Sayfalar/Haber Duyuru/pandemi-gunlerinde turkyuksekogretimi.aspx.
  40. Yosep, I., Mardhiyah, A., Suryani, S., Mediani, H.S. (2023). Hardiness and zoom fatigue on nursing students: A cross-sectional study in Indonesia during online learning. Advances in Medical Education and Practice, 14, 1137–1145. https://doi.org/10.2147/AMEP.S430776
  41. Zhang, X., Dimitriou, D., Halstead, E.J. (2021). Sleep, anxiety, and academic performance: A study of adolescents from public high schools in China. In Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.678839
  42. Zhu, T., Liu, S. (2026). Intolerance of uncertainty and tolerance of ambiguity as distinct yet related predictors of student motivation in online learning: A systematic review. Learning and Motivation, 93, 102243. https://doi.org/10.1016/j.lmot.2026.102243
  43. Arslan, A., Sahinoglu, S., Karakas, S., Kirmizi, M. (2026). Women in maritime career: Are they still discriminated ? 42. https://doi.org/10.1016/j.scaman.2026.101455
  44. Bailenson, J.N. (2021). Nonverbal Overload: A Theoretical Argument for the Causes of Zoom Fatigue. Bakhov, I., Opolska, N., Bogus, M., Anishchenko, V., Biryukova, Y. (2021). Emergency distance education in the conditions of COVID-19 pandemic: Experience of Ukrainian universities. Education Sciences, 11(7). https://doi.org/10.3390/educsci11070364
  45. Emad, G.R., Narayanan, S., Kitada, M., Baylon, A. (2025). Women in Maritime: Gender Equality, its Challenges and Opportunities. 16–17.
  46. MacNeil, A., Ghosh, S. (2017). Gender imbalance in the maritime industry: impediments, initiatives and recommendations initiatives and recommendations. Australian Journal of Maritime and Ocean Affairs, 9(1), 42–55. https://doi.org/10.1080/18366503.2016.1271262
  47. Supriyadi, T., Sulistiasih, S., Rahmi, K.H., Pramono, B., Fahrudin, A. (2025). Review Article The impact of digital fatigue on employee productivity and well-being: A scoping literature review. 10(2), 1–13. https://doi.org/10.59429/esp.v10i2.3420