Intensive online learning during the pandemic has increased the use of video conferencing platforms such as Zoom. Excessive use of these platforms can lead to burnout that negatively impacts the psychological well-being of students. This study examines the effect of Zoom fatigue on emotion regulation and social anxiety disorder in students in East Kalimantan.
This study used a quantitative approach with a survey method involving 720 students from various universities in East Kalimantan. The data were collected through validated questionnaires, which measured levels of Zoom fatigue, emotion regulation, and social anxiety. The data were analyzed using partial least squares structural equation modeling (PLS-SEM) with SmartPLS software to examine the relationships between variables and the mediating role of emotion regulation.
The results showed that Zoom fatigue significantly affected emotion regulation, which subsequently had an impact on increased in social anxiety. However, Zoom fatigue had both direct and indirect effects on social anxiety disorder, although the direct effect was stronger than the indirect effect through emotion regulation. This suggests that emotion regulation plays a key mediator in the relationship between Zoom fatigue and social anxiety disorder.
The implications of this study highlight the need for educational institutions to develop online learning policies that explicitly integrate student psychological well-being, including the balanced use of digital technologies and evidence-based emotion-regulation strategies to mitigate the impact of Zoom fatigue. However, several limitations must be acknowledged, particularly the constraints of the survey design, which restrict the depth of psychological insight that can be captured. Future research should incorporate additional variables such as social support, coping mechanisms, and individual digital engagement experiences to provide a more comprehensive understanding of the mechanisms underlying the observed relationships.
This study makes a new contribution to the academic literature by exploring the relationship between Zoom-induced fatigue, emotion regulation, and social anxiety disorder in the cultural context and educational environment in East Kalimantan. Furthermore, this study highlights the challenges of online learning for students in regions that have been under-discussed in previous studies.
