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.

Virtual Work Meetings During the COVID-19 Pandemic: The Good, Bad, and Ugly

This study focuses on the good, the bad and the ugly of using videoconferencing for work-related meetings during the COVID-19 pandemic. Using a text mining process and qualitative content analysis of 549 comments posted to a LinkedIn online discussion board, we identified six key themes; three were tied to camera and microphone issues, two involved eating and meeting management issues, and one dealt with work-from-home issues. These themes are discussed in relationship to media naturalness theory and meeting science. Because widespread use of videoconferencing will likely continue, we provide guidance for workplace policies/practices and suggest directions for future research.

Evaluating the Implementation of Video Web Conferencing in Delaware Master Gardener Training

In the 2015 Delaware (DE) Master Gardener training, instructors synchronously delivered content to two trainee cohorts (Cohorts A and B) who met at three locations (Sites 1, 2, and 3) via video web conferencing (VWC). This reduced instructor delivery and travel time but warranted close examination of trainee learning outcomes and experiences. To evaluate the pilot implementation of remote delivery, trainees [number of trainees (N) = 30] answered two open-ended application questions after 11 instructional sessions. One cohort received instruction face-to-face, while the other cohort synchronously received instruction via remote delivery [number of participants in cohort 1 (n1) = 17; number of participants in cohort 2 (n2) = 13]; each cohort was remote for about half of the sessions. The overall average face-to-face score assessing session content mastery was higher than the overall average remote score by 0.1, a 5% difference given the possible scores range of 0 to 2.0. When we grouped sessions by remote delivery site, delivery mode only significantly predicted average session scores for those sessions delivered remotely to Site 2 and not those delivered remotely to either Site 1 or Site 3. When we considered each session individually, delivery mode significantly predicted session scores for 2 of the 11 sessions, both broadcast remotely to trainees at Site 2, where the bandwidth was 10% of those at Sites 1 and 3. We suggest the VWC system performed particularly poorly for these sessions due to limited bandwidth. Posttraining survey results suggest the VWC system did not function well enough to approximate face-to-face instruction. The overall educational rating of the training was significantly higher than the media naturalness rating suggesting poor technical functionality did not substantially undermine trainees’ perception of the education they received. This study indicates remote delivery is a viable strategy for improving the efficiency of training programs if it is consistently implemented with the appropriate technical infrastructure.

Media Naturalness Reduction and Compensatory Channel Expansion

This study provides a combined test of the media naturalness and channel expansion theories with a study of communication media perceptions and use outcomes in the context of a college information systems course delivery. Data was collected from undergraduate students at the middle and end of a long semester. Approximately half of the students took the course face-to-face, and the other half online. As predicted, based on media naturalness theory, grades were significantly higher in the face-to-face condition than the online condition at the middle of the semester. Consistent with predictions based on channel expansion theory, the difference between grades obtained at the middle of the semester disappeared at the end of the semester. This study shows that online course delivery may lead to both negative and positive effects in the same semester, leading to a final outcome that is generally positive. It provides a more nuanced view of online course delivery effects, and clarifies previous empirical findings that appear paradoxical at first glance.

Media Naturalness Reduction and Compensatory Channel Expansion

This study provides a combined test of the media naturalness and channel expansion theories with a study of communication media perceptions and use outcomes in the context of a college information systems course delivery. Data was collected from undergraduate students at the middle and end of a long semester. Approximately half of the students took the course face-to-face, and the other half online. As predicted, based on media naturalness theory, grades were significantly higher in the face-to-face condition than the online condition at the middle of the semester. Consistent with predictions based on channel expansion theory, the difference between grades obtained at the middle of the semester disappeared at the end of the semester. This study shows that online course delivery may lead to both negative and positive effects in the same semester, leading to a final outcome that is generally positive. It provides a more nuanced view of online course delivery effects, and clarifies previous empirical findings that appear paradoxical at first glance.