Videoconferencing During the COVID-19 Pandemic is Associated with Sleep Disruption in Young Adults.

Purpose: The COVID-19 pandemic resulted in a shift to working and learning from home and a concomitant rise in the use of virtual communication technology, such as videoconferencing. The current study prospectively examined the association between videoconferencing and sleep in a sample of young adults attending a university during the pandemic. The effects of videoconferencing on health and wellness outcomes and academic performance were also evaluated. Patients and Methods: Participants completed the core Consensus Sleep Diary and reported engagement in videoconferencing, the use of electronic devices, and physical activity daily for 8 consecutive days. They also completed baseline measures of sleep, communication technology use, physical activity, and mental distress, as well as released their end-of-term GPA. Results were evaluated via multilevel modeling and path analysis. Results: Participants with a heavier videocall volume lost 17 m of sleep and suffered nearly a 1% reduction in sleep efficiency for each additional hour of videoconferencing compared to those with a lower call volume. They also tended to spend more time awake during the night, have earlier sleep midpoints, and report worse sleep, although those trends did not reach statistical significance. For everyone, including individuals with lower videocall volume, earlier sleep midpoints, lower sleep quality, somewhat shorter sleep, and higher fatigue were reported on days with a relatively high videocall load compared to days with a low videocall load. Increased academic engagement with videoconferencing predicted lower academic performance and higher psychological distress: Both relationships were mediated by sleep. Use of videoconferencing for personal reasons, however, was directly associated with a reduction in distress. Conclusion: Videoconferencing is an important determinant of sleep and may impact health and wellness as well as academic outcomes in young adults. The effects of virtual communication on sleep and human behavior warrant further study in this and other populations.

Zoom fatigue related to online learning among medical students in Thailand: Prevalence, predictors, and association with depression.

Background: Amidst the COVID-19 pandemic, the learning pattern of medical students shifted from onsite to online. This transition may contribute to what has been called "Zoom fatigue." This study aimed to evaluate the prevalence of Zoom fatigue related to online learning, identify associated factors of Zoom fatigue, and explore its correlation with depression among medical students during the COVID-19 pandemic. Methods: This cross-sectional study was conducted among 1st to 6th-year Thai medical students. The online survey was administered using a demographic and health behavior questionnaire, the Patient Health Questionnaire-9 (PHQ-9), and the Thai version of the Zoom Exhaustion & Fatigue Scale (ZEF-T). Results: Among the 386 participating students, 221 (57%) were female, with a mean age of 20.6 years. The prevalence of high Zoom fatigue was 9.6%. In the multivariable regression analysis, a lower academic year and a higher number of online learning sessions were significant predictors of Zoom fatigue (p < 0.001), while regular exercise emerged as a protective factor (p = 0.009). The prevalence of depressive disorder was 61.9%, and a significant correlation was found between having a depressive disorder and experiencing Zoom fatigue (p = 0.004). Conclusion: Zoom fatigue among medical students was correlated with depression. Consequently, medical students experiencing Zoom fatigue should undergo further assessment for depression. It is crucial to closely monitor medical students in lower academic years with a high number of online sessions for signs of Zoom fatigue. Additionally, implementing strategies, such as reducing the frequency of online sessions and promoting regular exercise, may help alleviate the symptoms.

[Videoconference Fatigue Coping Strategies]. / Bewältigungsstrategien von Videoconference Fatigue.

The COVID-19 pandemic has changed people's professional and private lives globally and has led to an increasing use of digital technologies, especially video conferencing systems (e.g. Zoom, Webex, Teams, Skype). Despite the possible advantages of these systems (e.g. savings in emissions by avoiding travelling), a negative phenomenon has been reported in science and practice: Videoconference Fatigue (VCF) (often synonymously referred to as Zoom Fatigue). This term describes the exhaustion and fatigue that results from the use of videoconferencing systems. In this article we report on an analysis of the academic literature, the aim of which is to document the current state of research on coping strategies. The analysis of coping strategies helps to better understand the phenomenon of VCF and to prevent or reduce fatigue and exhaustion. Furthermore, the results reported here are a basis for future work. Specifically, as of May 2022, we have identified 48 scientific articles on VCF, 37 of which also deal with coping strategies. We divide these strategies into organizational (e.g. taking breaks during and between meetings), personal (e.g. avoiding multitasking) and technological (e.g. use of the "together mode" in Teams). An important finding of our analysis is that with the exception of one paper, the effectiveness of the coping strategies has not yet been empirically examined and thus proven. This opens up enormous future research potential.

Hardiness and Zoom Fatigue on Nursing Students: A Cross-Sectional Study in Indonesia During Online Learning.

Introduction: The Covid-19 pandemic caused a change in learning methods to online learning. Zoom fatigue is a problem that many students experience during online learning. Zoom fatigue has an impact on physical and psychological problems so that it disrupts the online learning process. Hardiness is needed by students in order to adapt to online learning. Aim: The purpose of this study was to determine the relationship between hardiness and zoom fatigue in nursing students at Universitas Padjadjaran. Methods: This study used a quantitative approach with a cross-sectional study design. The sample technique used total sampling. Respondents were 480 nursing students at Universitas Padjadjaran. The research instrument used the Zoom Exhaustion & Fatigue Scale questionnaire and the Hardiness Instrument for the Online Learning. Results: This study shows that almost half of the respondents have a medium hardiness level category (45%) and a zoom level of medium fatigue category (46.67%). The results of the analysis show that there is a significant negative relationship between hardiness and zoom fatigue in nursing students at Universitas Padjadjaran. The higher the student's hardiness level, the lower the student's zoom fatigue level. High hardiness can increase focus during the learning process, increase student participation, and reduce stress and fatigue in students during online learning. Conclusion: Lecturers and students need to collaborate to improve the learning process and repeat mental health problems during online learning. This data forms the basis for university and school nurses in providing interventions for nursing students to reduce the problem of zoom fatigue.

Objectifying the classroom: Examining self-objectification and its effects on cognitive resources within virtual class environments.

Videoconferencing platforms (i.e., Zoom) allow for continuous appearance monitoring via the self-view setting - raising concerns about self-objectification. Prior research indicates that self-objectification is associated with diminished cognitive performance, which may affect learning. This experiment examined how videoconferencing camera settings affect body image and cognitive performance. Female college students (n = 167) participated in a Zoom call with various camera settings: camera with self-view (i.e., others could see them and they could see themselves on screen), camera without self-view (i.e., others on the call could see them, but they could not see themselves), and camera off. After random assignment to condition, participants completed a collaborative exercise, answered questions related to self-objectification and body anxiety, and took a math test. Camera settings had no effect on state self-objectification or appearance anxiety. Participants in the camera without self-view condition demonstrated worse performance on the math test than those who had their cameras off, but no other pairwise comparisons were significant. Surprisingly, high trait self-objectifiers were not more sensitive to self-view camera exposure, though high trait self-objectification was associated with greater appearance anxiety across conditions. State self-objectification did not predict cognitive performance. Still, findings demonstrate a meaningful effect of camera settings on cognitive performance.

Virtual reality against Zoom fatigue? A field study on the teaching and learning experience in interactive video and VR conferencing.

Aim: During the COVID-19 pandemic, the absence of in-person teaching was partially compensated for through videoconferencing. However, lecturers complain that students do not participate actively in video-based online seminars. One reason cited for this is Zoom fatigue. Conferences in virtual reality (VR), accessible with and without head-mounted display, represent one potential remedy to this issue. The research to date does not shed any light on the (1.) teaching experience, (2.) student demand, (3.) learning experience (including participation and social presence), and (4.) learning performance (declarative and spatial) associated with VR conferences. The present work will compare these aspects for videoconferencing, independent study, and - in the case of teaching experience - with in-person teaching. Methods: A compulsory seminar in General Physiology was offered during the 2020/21 winter semester and the 2021 summer semester as part of the Human Medicine program at the Faculty of Medicine at Ulm University. The seminars were offered in three different formats with identical content: (a) VR conference, (b) video conference, and (c) independent study, with students selecting the format of their choice. In the VR conferences, the lecturer taught using a head-mounted display while students participated via PC, laptop, or tablet. The learning experience and learning performance were assessed using questionnaires and a knowledge test. A semi-structured interview was conducted to assess the VR teaching experience. Results: The lecturer's teaching experience in the VR conferences was similar to in-person teaching. Students predominantly chose independent study and videoconferencing. The latter resulted in worse outcomes with regard to learning experience (including participation and social presence) and spatial learning performance than the VR conferences. Declarative learning performance differed only slightly between teaching formats. Conclusions: VR conferencing offers lecturers new didactic opportunities and a teaching experience similar to that of in-person teaching. Students prefer time-efficient videoconferencing and independent study, but rate participation and social presence, among other things, higher in VR conferencing. If faculty and students are open to the technology, VR conferencing can promote interactive exchange in online seminars. This subjective assessment is not associated with better declarative learning performance.

Working Online During the Contemporary COVID-19 Pandemic.

Within the psychoanalytic school there has been substantial and ongoing debate about the efficacy of teleanalysis. However, as a result of the current COVID-19 pandemic and the online work with which the Jungian analytic community has now had to engage, this paper initially focuses on analysts' actual experiences of working by teleanalysis. These experiences highlight a range of issues like "Zoom fatigue", "online disinhibition", dissonance, confidentiality, the frame and working with new patients. Alongside these issues, there were ample experiences by analysts of both productive psychotherapy apace with analytic work involving transference and countertransference phenomena, all indicating that a genuine and good enough analytic process can occur with teleanalysis. An overview of the research and literature both prior to the pandemic and as a result of it, confirms the validity of these experiences so long as analysts are cognizant of the specifics of such an online modality. Conclusions to do with the question, "what have we learned?", alongside training, ethics and supervision issues are subsequently discussed.

Au sein de l'école psychanalytique il y a encore un grand débat sur l'efficacité de la télé-analyse. Toutefois, du fait de la pandémie actuelle de COVID-19 et du travail en ligne que la communauté analytique Jungienne a dû entreprendre, cet article se concentre initialement sur les expériences actuelles de l'analyste dans l'analyse en ligne. Ces expériences soulignent une variété de problèmes tels la « fatigue Zoom ¼, la « désinhibition en ligne ¼, la dissonance, la confidentialité, le cadre, et commencer avec de nouveaux patients. Aux côtés de ces questions il y a eu pour les analystes nombre d'expériences à la fois de psychothérapie productive et de travail analytique, contenant des phénomènes de transfert-contretransfert. Cela indique qu'un processus authentique et convenable du point de vue analytique peut avoir lieu dans la télé-analyse. Un repérage des recherches et de la documentation effectuées à la fois avant la pandémie et suite à celle-ci confirme la validité de ces expériences, du moment que les analystes sont conscients de ce qui est spécifique à une telle modalité. L'article aborde ensuite des conclusions sur la question de ce que l'on a appris, sur la formation, l'éthique et la supervision.

Dentro de la escuela psicoanalítica ha habido un debate sustancial y continuo sobre la eficacia del teleanálisis. Sin embargo, como resultado de la actual pandemia de COVID-19 y el trabajo en línea con el que la comunidad analítica junguiana ha tenido que comprometerse, este artículo se centra inicialmente en las experiencias reales de los analistas de trabajar vía teleanálisis. Estas experiencias ponen de relieve una serie de cuestiones como la "fatiga de Zoom", la "desinhibición en línea", la disonancia, la confidencialidad, el marco y el trabajo con nuevos pacientes. Junto a estas cuestiones, hubo amplias experiencias por parte de los analistas tanto de psicoterapia productiva como de trabajo analítico con fenómenos de transferencia y contratransferencia, todo lo cual indica que puede darse un proceso analítico genuino y suficientemente bueno con el teleanálisis. Una visión general de la investigación y la literatura, tanto antes de la pandemia, y también como resultado de ella, confirma la validez de estas experiencias siempre y cuando los analistas sean conscientes de las especificidades de esta modalidad virtual. Posteriormente se discuten las conclusiones relacionadas con la pregunta "¿qué hemos aprendido?", junto con cuestiones de formación, ética y supervisión.

On the associations between videoconference fatigue, burnout and depression including personality associations.

Videoconference fatigue (hereafter VC fatigue) presents a new psychological construct, which gained momentum in course of the COVID-19 pandemic with the rise of videoconferences taking place in everyday (work-)life. In order to better characterize VC fatigue, it is of importance not only to investigate associations with age, gender and personality (as has been done earlier and will be revisited). Besides, it is crucial to shed light on relevant psychopathological constructs co-occurring with VC fatigue. In the present survey study, based on data from N = 311 participants recruited via the Internet we investigated the associations between VC fatigue, burnout and depression, and we specifically took the personality trait neuroticism as potential predisposing variable into account. These four constructs were robustly positively associated with each other. Moreover, mediation analyses revealed that the positive associations between neuroticism and burnout/depression might in parts be mediated by VC fatigue. However, future studies are needed to disentangle cause and effect between the aforementioned variables. The present study, to our knowledge, is among the first to reveal associations between VC fatigue and psychopathologies. Moreover, in this paper we present a German version of the Zoom Exhaustion & Fatigue scale (ZEF) by Fauville and colleagues.

A Pilot Study to Determine if Playing Music Before Class Enhanced the "Zoom" Online Learning Environment in a Preclinical Science Course.

The COVID-19 pandemic forced students and educators to shift from the traditional physical classrooms (face to face) to online platforms such as the Zoom to host live synchronous sessions. Although this video teleconferencing software facilitated communication between students and faculty around the world, technically the blank, silenced log-in screens removed the "connectedness" of the classroom. A medical educator plays music during the pre-class Zoom synchronous session as an approach to encourage a positive learning environment in a preclinical science course.

A National Study of Zoom Fatigue and Mental Health During the COVID-19 Pandemic: Implications for Future Remote Work.

Overuse of videoconferencing for work may contribute to what has been called "Zoom fatigue": feeling anxious, socially isolated, or emotionally exhausted due to lack of social connection. Given implications for employee well-being, this study investigated Zoom fatigue at work and its potential link to mental health symptoms. A national survey of mental health symptoms was conducted in the United States during the COVID-19 pandemic in August 2020. Adults (n = 902) endorsing a shift at work to videoconferencing completed an online survey; survey criteria included an age minimum of 22 years and reported annual gross income of <$75,000. Statistical raking was employed to weight the sample using U.S. census data on geographic region, age, gender, race, and ethnicity. A three-item Zoom Fatigue Scale measuring perceived stress, isolation, and depression associated with videoconferencing at work showed good internal consistency (α = 0.85). Higher scores on this scale were related to being married, nonwhite race, post-high school education, severe mental illness, greater loneliness, lower social support, lacking money for food, and more weekly videoconference calls. Depressive symptoms demonstrated a significant association with Zoom fatigue, even when adjusting for demographic, psychosocial, and clinical covariates. The study findings indicated that employers and employees should consider a complex array of individual-level and environment-level factors when assessing how videoconferencing at work may engender stress, social isolation, and emotional exhaustion. This impact could adversely impact mental health, work productivity, and quality of life, even after the COVID-19 pandemic.

Findings and Guidelines on Provider Technology, Fatigue, and Well-being: Scoping Review.

BACKGROUND: Video and other technologies are reshaping the delivery of health care, yet barriers related to workflow and possible provider fatigue suggest that a thorough evaluation is needed for quality and process improvement. OBJECTIVE: This scoping review explored the relationship among technology, fatigue, and health care to improve the conditions for providers. METHODS: A 6-stage scoping review of literature (from 10 databases) published from 2000 to 2020 that focused on technology, health care, and fatigue was conducted. Technologies included synchronous video, telephone, informatics systems, asynchronous wearable sensors, and mobile health devices for health care in 4 concept areas related to provider experience: behavioral, cognitive, emotional, and physical impact; workplace at the individual, clinic, hospital, and system or organizational levels; well-being, burnout, and stress; and perceptions regarding technology. Qualitative content, discourse, and framework analyses were used to thematically analyze data for developing a spectrum of health to risk of fatigue to manifestations of burnout. RESULTS: Of the 4221 potential literature references, 202 (4.79%) were duplicates, and our review of the titles and abstracts of 4019 (95.21%) found that 3837 (90.9%) were irrelevant. A full-text review of 182 studies revealed that 12 (6.6%) studies met all the criteria related to technology, health care, and fatigue, and these studied the behavioral, emotional, cognitive, and physical impact of workflow at the individual, hospital, and system or organizational levels. Video and electronic health record use has been associated with physical eye fatigue; neck pain; stress; tiredness; and behavioral impacts related to additional effort owing to barriers, trouble with engagement, emotional wear and tear and exhaustion, cognitive inattention, effort, expecting problems, multitasking and workload, and emotional experiences (eg, anger, irritability, stress, and concern about well-being). An additional 14 studies that evaluated behavioral, emotional, and cognitive impacts without focusing on fatigue found high user ratings on data quality, accuracy, and processing but low satisfaction with clerical tasks, the effort required in work, and interruptions costing time, resulting in more errors, stress, and frustration. Our qualitative analysis suggests a spectrum from health to risk and provides an outline of organizational approaches to human factors and technology in health care. Business, occupational health, human factors, and well-being literature have not studied technology fatigue and burnout; however, their findings help contextualize technology-based fatigue to suggest guidelines. Few studies were found to contextually evaluate differences according to health professions and practice contexts. CONCLUSIONS: Health care systems need to evaluate the impact of technology in accordance with the Quadruple Aim to support providers' well-being and prevent workload burden, fatigue, and burnout. Implementation and effectiveness approaches and a multilevel approach with objective measures for clinical, human factors, training, professional development, and administrative workflow are suggested. This requires institutional strategies and competencies to integrate health care quality, technology and well-being outcomes.

On the stress potential of videoconferencing: definition and root causes of Zoom fatigue.

As a consequence of lockdowns due to the coronavirus disease (COVID-19) and the resulting restricted social mobility, several billion people worldwide have recently had to replace physical face-to-face communication with computer-mediated interaction. Notably, the adoption rates of videoconferencing increased significantly in 2020, predominantly because videoconferencing resembles face-to-face interaction. Tools such as Zoom, Microsoft Teams, and Cisco Webex are used by hundreds of millions of people today. Videoconferencing may bring benefits (e.g., saving of travel costs, preservation of environment). However, prolonged and inappropriate use of videoconferencing may also have an enormous stress potential. A new phenomenon and term emerged, Zoom fatigue, a synonym for videoconference fatigue. This paper develops a definition for Zoom fatigue and presents a conceptual framework that explores the major root causes of videoconferencing fatigue and stress. The development of the framework draws upon media naturalness theory and its underlying theorizing is based on research published across various scientific fields, including the disciplines of both behavioral science and neuroscience. Based on this theoretical foundation, hypotheses are outlined. Moreover, implications for research and practice are discussed.

Zoom Fatigue, Psychological Distress, Life Satisfaction, and Academic Well-Being.

Little is known about the psychological consequences of the recently increased utilization of videoconferencing, which has enabled life to proceed as close to normal as possible during the COVID-19 pandemic. To understand the psychological consequences of this recent global lifestyle change in different populations, the psychometric validation of the Zoom Exhaustion and Fatigue Scale (ZEFS) and the relationship of this construct with academic well-being, mental well-being, and life satisfaction are presented. In a sample of 470 Turkish university students (57 percent female, Mage = 20.26 ± 2.18, ranging between 18 and 33 years), first-order and second-order confirmatory factor analyses confirmed the construct validity of the scale, and the item response theory results yielded appropriate item difficulty and discrimination. ZEFS scores were significantly and positively associated with anxiety, depression, and stress, and negatively associated with life satisfaction and academic well-being, supporting the scale's concurrent validity. Incremental validity was shown with mediational models demonstrating significant and separate indirect effects of Zoom exhaustion and fatigue on life satisfaction and academic well-being, both mediated by psychological distress. The results suggest ZEFS to be a valid and reliable tool to evaluate the psychological consequences of videoconferencing, which has globally increased during the COVID-19 pandemic, in non-Western samples. By showing the relationships of Zoom exhaustion and fatigue with psychological distress, life satisfaction, and academic well-being, the present study highlights potential avenues to be addressed to protect the mental well-being of all individuals who have integrated videoconferencing as part of their daily lives.

Facial Appearance Dissatisfaction Explains Differences in Zoom Fatigue.

Viewing self-video during videoconferences potentially causes negative self-focused attention that contributes to virtual meeting (VM) or "Zoom" fatigue. The present research examines this proposition, focusing on facial dissatisfaction-feeling unhappy about one's own facial appearance-as a potential psychological mechanism of VM fatigue. A study of survey responses from a panel of 613 adults found that VM fatigue was 14.9 percent higher for women than for men, and 11.1 percent higher for Asian than for White participants. These gender and race/ethnicity differences were found to be mediated by facial dissatisfaction. This study replicates earlier VM fatigue research, extends the theoretical understanding of facial dissatisfaction as a psychological mechanism of VM fatigue, and suggests that practical approaches to mitigating VM fatigue could include implementing technological features that reduce self-focused attention during VMs (e.g., employing avatars).

"Can you hear me now?" Video conference coping strategies and experience during COVID-19 and beyond.

BACKGROUND: During COVID-19 the workforce quickly adapted to using existing video-conferencing tools in order to work from home. OBJECTIVE: To explore use and experience of remote video-facilitated work practices in response to COVID-19: termed 'COVID Response Zoom-style Interactions (CRAZI)'. METHODS: A cross sectional study via a 66-item online survey for health and medical research and education sector workers. The survey included 8 sections: 1) pre-COVID video-conferencing meeting habits, 2) CRAZI meeting habits, 3) socialising, 4) CRAZI fashion, 5) behaviour standards, 6) family life, 7) future work, 8) participant demographics. Main outcomes were pre-COVID to CRAZI differences in frequency, length and type of video-based meetings, and video-conferencing experience. RESULTS: 202 participants, mostly Australian (median age 36-45, IQR 26-55 years) completed the survey. Women-to-men ratio was 3 : 1, 44.6%had children. COVID-19 changed video-conferencing frequency and maximum meeting size. Most participants found CRAZI meetings tiring and hard. Casual clothes dominated dress code (71.1%), pets were commonly seen. "Can you hear me now" was a commonly heard phrase. Good and bad behaviour were described, with formal codes of CRAZI conduct missing (58.7%) or unknown (21.9%). 76.6%of participants observed a child interrupting a CRAZI meeting, parents were mostly female. Despite challenges, most participants (76.6%) favoured video-conferencing post-pandemic, but preference for continuing to work from home varied. CONCLUSIONS: CRAZI work, while tiring, has fostered different work-practices that may continue beyond the pandemic. Working from home with children adds joy for others, but complexity for workers. Pets may help owners and co-workers cope with the pandemic.

Eccentric Gaze as a Possible Cause of "Zoom Fatigue".

BACKGROUND: The Covid-19 pandemic has led to a marked increase in the use of videoconferencing for social interaction. Many people report discomfort and disaffection with this modality, which has been labeled "Zoom Fatigue." Common videoconferencing hardware setups necessitate that if a user looks at the image of the person with whom they are in videoconference, they will not be looking directly at the camera and will appear to not be making direct eye contact. This study determined the minimum threshold of eccentric gaze in a videoconferencing setup above which subjects are perceived as not making direct eye contact by the majority of untrained observers. METHODS: Image captures were made of four subjects successively fixating at small increments eccentric to a video camera, both vertically and horizontally ranging from 0.9 degrees to 19 degrees of eccentricity. The images were embedded in separate Powerpoint files for each subject. Each file was assessed by seven graders who indicated whether or not they felt the subject was looking directly at them in each slide. RESULTS: The threshold for which 75% of the graders could detect that the subject was not looking at them ranged from only 2.7 degrees for horizontal eccentricity to 5.4 degrees for vertical eccentricity. CONCLUSION: The hardware setups commonly used for videoconferencing result in persistent eccentric gaze of the participating individuals if they look at the image of the other participants. In theory, this could be a contributing cause of Zoom Fatigue.

Social distancing as a critical test of the micro-sociology of solidarity.

Face-to-face (F2F) embodied interaction is the initial ingredient of interaction ritual (IR), the buildup of shared emotion, mutual focus of attention, and rhythmic entrainment that produces interpersonal solidarity. What happens when a natural experiment (the COVID-19 epidemic) prevents most F2F encounters or limits the modes of micro-interactional communication by masking? The paper examines evidence of the effects of masking and social distancing on public behavior, family life, remote schooling and remote work, prohibition of large audiences and assemblies, and attempts to substitute non-embodied electronic media. Most effects are consistent with IR theory predictions.