Pengaruh informasi berlebihan terhadap rasa lelah dan disorientasi dengan kognisi sebagai variabel moderasi dalam konten video

The purpose of this study is to analyze the effects of information overload on fatigue and disorientation with cognition as the mediator. The object of the study is Kwib, which is a company that engages in video making and animation. This study was conducted at people who use social media, specifically the ones who use social media with the feature of watching video content. In total 68 respondents have participated in this study. The results of this study show that while cognition is an effective mediator of fatigue, information overload does not have any effect on fatigue. However, another result of this study has also shown that when fatigue does occur for the respondent, it will lead to disorientationTujuan penelitian untuk menganalisis pengaruh informasi berlebihan terhadap kelelahan dan disorientasi dengan mediator kognisi. Objek penelitian adalah Kwib yang merupakan perusahaan yang bergerak di bidang pembuatan video dan animasi. Penelitian ini dilakukan pada masyarakat yang menggunakan media sosial, khususnya yang menggunakan media sosial dengan fitur menonton konten video. Total 68 responden yang berpartisipasi dalam penelitian ini. Hasil penelitian menunjukkan bahwa meskipun kognisi merupakan mediator yang efektif terhadap kelelahan, informasi yang berlebihan tidak berpengaruh pada kelelahan. Namun hasil lain dari penelitian ini juga menunjukkan bahwa kelelahan yang terjadi pada responden dapat menimbulkan disorientasi

Social media fatigue pada mahasiswa di masa pandemi COVID-19: Peran neurotisisme, kelebihan informasi, invasion of life, kecemasan, dan jenis kelamin

Tujuan dari penelitian ini adalah untuk memeriksa apakah neurotisisme, kelebihan informasi, invasion of life, dan kecemasan memengaruhi social media fatigue pada mahasiswa yang belajar di rumah karena pandemi COVID-19. Partisipan penelitian ini berjumlah 639 orang mahasiswa dari kawasan Jabodetabek dan beberapa kota lain yang aktif menggunakan media sosial sebagai sarana belajar di rumah dan juga mencari dan menerima berbagai informasi. Teknik analisis utama yang digunakan adalah regresi hierarkis. Hasil penelitian memperlihatkan bahwa secara bertahap masing-masing variabel seperti neurotisisme, kelebihan informasi, invasion of life dan kecemasan memiliki pengaruh terhadap terjadinya social media fatigue pada mahasiswa. Namun demikian pada tahap terakhir ketika kecemasan dipertimbangkan dalam perhitungan maka neurotisisme menjadi tidak berpengaruh. Hasil penelitian ini juga menunjukkan besarnya pengaruh kelebihan informasi terhadap social media fatigue dan lebih rentannya kelompok mahasiswa pria untuk mengalami social media fatigue saat belajar di rumah selama pandemi COVID-19

How mobile instant messaging affects public employees’ daily work: An empirical examination based on stressor-strain-outcome model

The phenomenon of excessive instant messaging usage in the workplace has garnered increasing attention in recent years. Despite its pervasiveness, extant literature predominantly focused on the psychological well-being, with the subsequent influences on work performance remaining largely unexplored. Using data from street-level bureaus in China, this study examines how work-oriented mobile instant messaging stressors result in psychological reactions and daily work performance decrement as well. Results demonstrate that information overload, compulsive usage and normative response pressure are significant predictors of strain which was represented by cognitive fatigue, emotional fatigue and invasion of life. These strain constructs can further impair individual’s work performance. The findings from this research provide meaningful theoretical insights and carry practical implications

The Academic Use of WhatsApp and Technostress: Investigating the Experience of Fatigue and Coping Behaviours among University Students

The use of mobile instant messaging applications, such as WhatsApp, WeChat and Facebook messengers, has grown remarkably in recent years. WhatsApp is one of the most adopted mobile messaging apps, with two billion users worldwide. Due to its popularity among students, WhatsApp is being increasingly adopted for learning purposes in higher education. WhatsApp can provide students with various benefits that facilitate online learning and knowledge exchanges. However, despite these benefits, using WhatsApp can also have negative effects for students and their well-being. Research has demonstrated that the excessive use and heavy reliance on information and communication technology (ICT) can lead to technostress, a phenomenon that refers to the stress experienced by individuals due to the use of ICT. Thus, although WhatsApp offers students an effortless and fast means for communication and information sharing, the use of WhatsApp for academic and non-academic-related purposes can create fatigue for students. Research indicates that university students are vulnerable to different sources of stress including academic stressors. With the increased use of mobile technology for learning, students could face an additional source of academic stress caused by the educational use of technology. While there has been a growing interest in studying the educational benefits of using mobile instant messaging, there is still a lack of understanding around its negative effects on students and their academic performance. Addressing this issue becomes important given the consequences of technostress on individuals. The current study, therefore, aims to shed light on the negative aspects of the educational use of WhatsApp. Using the transactional model of stress and coping, the study seeks to explore factors that cause fatigue among university students when using WhatsApp for learning purposes and investigate students’ coping behaviours to reduce fatigue. The study was conducted in two phases. In the first phase, a qualitative exploratory study was conducted to identify the main reasons for the experience of fatigue and to understand coping behaviours. The data were collected through semi-structured interviews with 21 students. The findings of the interviews were used to guide the development of the conceptual research model. In the second phase, a cross-sectional survey approach was used to examine the proposed research model. The data were collected via online questionnaires from 1,188 students between March and April 2020 during the COVID-19 lockdown. The data were analysed using partial least squares structural equation modelling. The participants in both phases were undergraduate students at a public university in Saudi Arabia. The findings suggest that a consequence of using WhatsApp for learning purposes is that students suffer from fatigue, which leads to the perception of decreased performance. The reasons for the experience of fatigue were information overload, communication overload, distraction, and invasion of privacy. Students engaged in two main coping strategies in order to deal with stressors and fatigue: disturbance handling, and self-preservation strategies. The findings also revealed that during the shift to remote learning, students faced technostress mainly because of the increased adoption of ICT for teaching and learning, a high level of technology dependence, increased communication and an increase of academic work, particularly group-based work which required the use of WhatsApp and other ICT. Overall, this study extends existing technostress and coping research by examining technology-related stressors and coping behaviours in the context of the educational use of WhatsApp. The findings of the current study provide insights and guidelines for decision-makers, educators and institutions in higher education with regard to the use of mobile instant messaging in education. Understanding fatigue associated with academic use and coping strategies to deal with fatigue can help students to reduce techno-stressors, thus enhancing the effectiveness of mobile learning via WhatsApp

The Academic Use of WhatsApp and Technostress: Investigating the Experience of Fatigue and Coping Behaviours among University Students

The use of mobile instant messaging applications, such as WhatsApp, WeChat and Facebook messengers, has grown remarkably in recent years. WhatsApp is one of the most adopted mobile messaging apps, with two billion users worldwide. Due to its popularity among students, WhatsApp is being increasingly adopted for learning purposes in higher education. WhatsApp can provide students with various benefits that facilitate online learning and knowledge exchanges. However, despite these benefits, using WhatsApp can also have negative effects for students and their well-being. Research has demonstrated that the excessive use and heavy reliance on information and communication technology (ICT) can lead to technostress, a phenomenon that refers to the stress experienced by individuals due to the use of ICT. Thus, although WhatsApp offers students an effortless and fast means for communication and information sharing, the use of WhatsApp for academic and non-academic-related purposes can create fatigue for students. Research indicates that university students are vulnerable to different sources of stress including academic stressors. With the increased use of mobile technology for learning, students could face an additional source of academic stress caused by the educational use of technology. While there has been a growing interest in studying the educational benefits of using mobile instant messaging, there is still a lack of understanding around its negative effects on students and their academic performance. Addressing this issue becomes important given the consequences of technostress on individuals. The current study, therefore, aims to shed light on the negative aspects of the educational use of WhatsApp. Using the transactional model of stress and coping, the study seeks to explore factors that cause fatigue among university students when using WhatsApp for learning purposes and investigate students’ coping behaviours to reduce fatigue. The study was conducted in two phases. In the first phase, a qualitative exploratory study was conducted to identify the main reasons for the experience of fatigue and to understand coping behaviours. The data were collected through semi-structured interviews with 21 students. The findings of the interviews were used to guide the development of the conceptual research model. In the second phase, a cross-sectional survey approach was used to examine the proposed research model. The data were collected via online questionnaires from 1,188 students between March and April 2020 during the COVID-19 lockdown. The data were analysed using partial least squares structural equation modelling. The participants in both phases were undergraduate students at a public university in Saudi Arabia. The findings suggest that a consequence of using WhatsApp for learning purposes is that students suffer from fatigue, which leads to the perception of decreased performance. The reasons for the experience of fatigue were information overload, communication overload, distraction, and invasion of privacy. Students engaged in two main coping strategies in order to deal with stressors and fatigue: disturbance handling, and self-preservation strategies. The findings also revealed that during the shift to remote learning, students faced technostress mainly because of the increased adoption of ICT for teaching and learning, a high level of technology dependence, increased communication and an increase of academic work, particularly group-based work which required the use of WhatsApp and other ICT. Overall, this study extends existing technostress and coping research by examining technology-related stressors and coping behaviours in the context of the educational use of WhatsApp. The findings of the current study provide insights and guidelines for decision-makers, educators and institutions in higher education with regard to the use of mobile instant messaging in education. Understanding fatigue associated with academic use and coping strategies to deal with fatigue can help students to reduce techno-stressors, thus enhancing the effectiveness of mobile learning via WhatsApp