Zooming to work or working to Zoom
Relations between Zoom fatigue, cognitive load, and boredom
Bibliographic Data
| ID | 11482979 |
|---|---|
| Authors | Mi Jin Park (0000-0002-3682-5552, CUNY Graduate Center, New York, NY, USA, corresponding author), Terrence Calistro (0000-0003-0660-0405, Mercy University), Anastasiya A Lipnevich (0000-0003-0190-8689, CUNY Graduate Center, New York, NY, USA) |
| Year | 2025 |
| Volume | 40 |
| Issue | 6 |
| Pages | 822-850 |
| Publication date | 2025-11-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Research Papers in Education (JOURNAL) |
| Journal identifiers | ISSN: 0267-1522 • E-ISSN: 1470-1146 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02671522.2025.2507592 |
| OpenAlex | W4410608229 |
| Language | EN |
| References cited | 128 |
Boredom · Cognition · Cognitive Load · Cognitive psychology · Psychiatry · Work (physics · Zoom · Applied Psychology · Computer Science · Engineering · Mind wandering and attention · Perfectionism, Procrastination, Anxiety Studies · Psychology · Social Psychology · Virtual Reality Applications and Impacts · Mechanical Engineering
Multimedia Learning
Gesture Visible Action as Utterance
International Handbook of Emotions in Education
Normalizing the Use of Single-Item Measures
Nonverbal overload
Cognitive Architecture and Instructional Design
Cognitive Load Theory
Global Patterns in Students’ Views of Science and Interest in Science
U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the Covid-19 Pandemic
A longitudinal analysis of achievement goals
Cognitive Load Measurement as a Means to Advance Cognitive Load Theory
Teacher enthusiasm and students’ social-behavioral learning engagement
The relationship between perceived stress and emotional distress during the Covid-19 outbreak
Emotion transmission in the classroom revisited
Evaluating the Relationship Between Boredom and Academic Outcomes
The Past, Present, and Future of the Cognitive Theory of Multimedia Learning
Impact Of Sars-Cov-2 And Its Reverberation In Global Higher Education And Mental Health
Big Five Inventory
Cognitive Load as Motivational Cost
Direct Measurement of Cognitive Load in Multimedia Learning
Validity of a single-item measure of stress symptoms
Activity Achievement Emotions and Academic Performance
Cognitive Load Theory and the Format of Instruction
Uses and abuses of coefficient alpha.
Measuring emotions in students’ learning and performance
Boredom in achievement settings
Teacher Enthusiasm
Technostress
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.
Dynamics of classroom motivation
Characteristics of teaching and students’ emotions in the classroom
Cognitive Theory of Multimedia Learning
A Short Boredom Proneness Scale
Achievement Emotions and Academic Performance
Academic Emotions in Students' Self-Regulated Learning and Achievement
Stress, appraisal, and coping
The Control-Value Theory of Achievement Emotions
School Engagement
Cognitive Architecture and Instructional Design
Using Interactive Online Pedagogical Approaches to Promote Student Engagement
Zoom Fatigue, Psychological Distress, Life Satisfaction, and Academic Well-Being
A National Study of Zoom Fatigue and Mental Health During the Covid-19 Pandemic
Applying the self-determination theory (SDT) to explain student engagement in online learning during the Covid-19 pandemic
On the dynamics of Zoom fatigue
Conscientiousness in Game-Based Learning
The effect of clarity on learning
“I Am Easily Bored.” Analysis of a Single Item Measure of Boredom
Cognitive appraisals, achievement emotions, and students’ math achievement
How student perceptions about online learning difficulty influenced their satisfaction during Canada's Covid‐19 response
The relationship between Zoom use with the camera on and Zoom fatigue
Computer-Mediated Communication, Social Media, and Mental Health
It's Not Just What We Encode, but How We Encode It
Implications for educational practice of the science of learning and development
Graduate Students’ Use and Perceived Value of Learning Resources in Learning the Content in an Online Course
Investigating factors responsible for boredom in English classes
The antecedents of boredom in L2 classroom learning
Boredom in online classes in the Iranian EFL context
Boredom in online foreign language classrooms
Understanding Chinese second language learners’ foreign language learning boredom in online classes
Measuring personality in one minute or less
Coefficient alpha and the internal structure of tests
Approaching novel thoughts
Connecting Through Technology During the Coronavirus Disease 2019 Pandemic
Zoom fatigue and integrated anxiety-stress
Ability grouping of gifted students
| Highly cited | No |
|---|