Digital Fatigue and Academic Performance in Online Schools

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DOI: https://doi.org/10.63345/ijre.v14.i9.2

Dr Arpita Roy

Department of Computer Science and Engineering

Koneru Lakshmaiah Education Foundation

Vadesshawaram, A.P., India

roy1.arpita@gmail.com

Abstract
Digital fatigue, the cognitive and physical exhaustion resulting from prolonged engagement with digital devices, has become an urgent concern in fully online educational settings. This expanded abstract delves deeply into the multifaceted nature of digital fatigue, examining its cognitive, emotional, and physical dimensions and highlighting how each contributes to diminished academic performance. Drawing upon a comprehensive survey of 250 high school students enrolled in online schools, the study measured levels of digital fatigue through a validated 15‑item Digital Fatigue Scale (DFS) and correlated these with semester GPAs. Findings reveal that students with elevated fatigue scores experienced substantial declines in attention, working memory capacity, and self‑regulation, which in turn led to lower GPAs. The mediating roles of cognitive overload, visual discomfort, and emotional burnout are unpacked, demonstrating how each pathway uniquely impacts learning. Qualitative insights from focus groups shed light on students’ lived experiences: the relentless stream of video lectures, constant task‑switching among tabs and applications, and the absence of natural breaks gave rise to feelings of burnout and disengagement. The study concludes by proposing evidence‑based interventions—such as integrating micro‑breaks into synchronous sessions, diversifying instructional modalities with off‑screen activities, and embedding digital well‑being modules into curricula—to mitigate digital fatigue and foster sustainable online learning environments.

Key Words  
Digital Fatigue, Online Learning, Academic Performance, Screen Time, Cognitive Load

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