Exploring Zoom fatigue among international students in the U.S. virtual classes

Authors

  • Esther Son University of Maryland, College Park
  • Kristen Cvancara Minnesota State University

DOI:

https://doi.org/10.32674/xdwnc294

Keywords:

communications media, international students, English competency, course engagement, virtual classes, Zoom fatigue

Abstract

Online video conferencing platforms, such as Zoom, are widely used for virtual classes. Zoom platforms bring flexibility and convenience but also contribute to fatigue, which is called “Zoom fatigue.” The purpose of this study is to investigate Zoom fatigue among international students at U.S. universities and its links to virtual classroom communication in the field of education. The study investigated how English competency and course engagement affected Zoom fatigue in virtual classes experienced by 152 international students. The results showed that English competency and course engagement had a negative relationship with Zoom fatigue. The study implied that when international students had high English competency, they had less Zoom fatigue experience. In addition, international students had less Zoom fatigue experience when they engaged in virtual classes. The study suggested future directions for decreasing Zoom fatigue and increasing course engagement among international students in virtual classes.

Author Biographies

  • Esther Son, University of Maryland, College Park

    Esther Son, M.A. (2018, Yonsei University, South Korea; 2024, Minnesota State University, Mankato) is a doctoral student at the University of Maryland, College Park, in the Department of Communication. She studies communication science and explores how individuals engage with emerging media, investigating its profound influence on perceptions, its role in shaping behaviors, and its impact on the dynamics of human interaction. Her work is published in the Bullying Prevention Program, which includes the Ministry of Education & National Youth Policy Institute. Email: esther15@umd.edu

  • Kristen Cvancara, Minnesota State University

    Kristen Cvancara, Ph.D. (2004, University of Minnesota, Twin Cities), is a professor at Minnesota State University, Mankato, in the Department of Communication and Media. She studies the use of hurtful communication in close relationships and is a leadership and relationship development consultant. Her research is published in books and journals, including Personal Relationships, Journal of Family Communication, Communication Quarterly, Social Psychology of Education, and Acta Psychologica. Email: kristen.cvancara@mnsu.edu

       

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Published

2024-10-13

Issue

Vol. 14 No. 5 (2024): Journal of International Students

Section

Research Articles (English)

Categories

License

Copyright (c) 2024 Journal of International Students

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License.

How to Cite

Exploring Zoom fatigue among international students in the U.S. virtual classes. (2024). Journal of International Students, 14(5), 1-20. https://doi.org/10.32674/xdwnc294