While the causes of Zoom fatigue have already been well researched - a lack of non-verbal signals and technical quality losses may be responsible - there has been little empirical research into how this phenomenon can be counteracted. However, digital teaching will remain an important part of the educational offer even beyond the coronavirus pandemic. This makes it all the more important to research measures that reduce the cognitive strain and exhaustion of learners in online formats.
Investigating technical and didactic aspects of online teaching
Prof. Dr. Johannes Basch, Dr. Patrick Albus and Prof. Dr. Tina Seufert (both from the University of Ulm) have now been able to make a contribution to reducing this research gap. They experimented with various technical and didactic settings in online teaching and investigated how these affect the experience of Zoom fatigue and the cognitive load of students. Four interventions were specifically tested: The researchers compared whether switching one's own self-view on or off makes a difference, whether the focus view has a more relieving effect compared to the classic gallery view, and whether a virtual background as opposed to a natural background changes the experience. The study also investigated how an active and increased involvement of the students compared to a more passive role affects the perception of stress.
Can reduce Zoom fatigue: deactivated self-view and active participation
The researchers' results indicate that switching off the self-view can significantly reduce both cognitive load and fatigue. The effects of the focus mode, on the other hand, did not reach statistical significance in either aspect. The use of a virtual background compared to a natural background also had no significant influence on fatigue - but it did on cognitive load: here, the virtual backgrounds led to higher values. It was also shown that active and increased involvement of students in online lessons (e.g. in the form of quizzes, queries or chatbombs) is associated with lower fatigue and lower cognitive load than passive participation. The results show how important it is to consider both technological aspects and pedagogical approaches in online teaching and that traditional teaching formats cannot be transferred one-to-one to the digital space in order to create a more engaging and less tiring learning environment. The following can therefore be said for online teaching: it is best to switch off the self-view, use neutral backgrounds and interact a lot.
To the publication
Basch, J.M., Albus, P. & Seufert, T. Fighting Zoom fatigue: Evidence-based approaches in university online education. Sci Rep 15, 7091 (2025). https://doi.org/10.1038/s41598-025-90973-6
Contact
Prof. Dr. Johannes Basch
